


UNIVERSITY OF ILLINOIS BULLETIN 

Issued Weekly 

Vol. XVI SEPTEMBER 16, 1918 No. 3 

[Entered as second-class matter December 11, 1912, at the Post Office at Urbana, 111., under Act of 

August 24, 1912.] 

HIGH SCHOOL MANUAL 



STANDARDS AND GENERAL RECOMMENDATIONS 

FOR 

ACCREDITING OF HIGH SCHOOLS 



Office of High School Visitor 




Published by 

THE UNIVERSITY OF ILLINOIS, URBANA 

1918 



^^*nagtHk 



UNIVERSITY OF ILLINOIS BULLETIN 

Issued Weekly 

No. 3 



Vol. XVI 



SEPTEMBER 16, 1918 



[Entered as second-class matter December 11. 1912, at the Post Office at Urbana. 111., under Act of 

August 24. 1912.] 



HIGH SCHOOL MANUAL 



STANDARDS AND GENERAL RECOMMENDATIONS 

FOR 

ACCREDITING OF HIGH SCHOOLS 
' Office of High School Visitor 




Published by 

THE UNIVERSITY OF ILLINOIS, URBANA 

1918 






INDEX TO CONTENTS. 

PAGE 
5 

.iooion: General Statement; Entrance Requirements of the Under- 
graduate Colleges, High School Graduation; Number of Units 

Required; Prescribed Subjects 6-8 

II. Undergraduate Scholarships: County Scholarships; General Assembly 
Scholarships; Scholarships in Ceramics; Scholarships in Agricul- 
ture and Household Science; Military Scholarships , 9-11 

III. The Accrediting of High Schools: Conditions; Methods 12-15 

IV. Description of Subjects which may be Accredited and Accepted for 

Admission 16-79 

1. Agriculture 16-18 

2. Astronomy ^° 

3. Bookkeeping l° 

4. Biology 18-28 

5. Business Law ^° 

6. Chemistry 6-38 

7. Civics ^^ 

8. Domestic Science 38-39 

9. Drawing 39-41 

10. Economics 42-45 

11. English Composition and Rhetoric ^^ 

Yl. English Literature ^5-46 

13. French 46 

14. Geography 47 

15. Geology 48 

16. German 48-49 

17. Greek 49 

18. History 49 

19. Latin 49 

20. Manual Training 49-53 

21. Mathematics 53-69 

22. Music 69 

23. Physics 70-78 

24. Shorthand and Typewriting 78 

25. Spanish 78-79 

V. The Program of Studies 80-82 

VI. Suggestions for the Equipment of Laboratories 83-90 

Laboratory Apparatus 83-90 

Dealers 90 

VII. Other Bulletins PubUshed for the Use of High Schools and Boards of 

Education 91 



X 



INTRODUCTORY. 

For about forty years the University of Illinois has extended to 
such high schools of the state as have sought approval and have been 
found to maintain satisfactory standards of instruction the privilege of 
entrance to the University on certificate of such of their graduates as 
might seek admission. 

The basis for granting such privilege to high schools has been 
visitation and inspection. For the past twenty-two years this has been 
through a special officer of the University whose title is that of High 
School Visitor. Previous to that time it was done through committees 
of the faculty. 

In this work of visitations for the purpose of establishing the accred- 
ited relation between high schools and the University the aim has 
been to aid the high schools, in a constructive way, to develop their 
normal functions toward the communities which they serve. To 
further this purpose in more recent years annual conferences have been 
held. To the same end the University has also sought to cooperate 
with school authorities in counties in such a manner as to bring about 
better standards of high school work in villages able to maintain only 
two or three years of high school work. 

The following information in regard to entrance requirements, 
standards required for accrediting, and the material eqmpment of 
schools has been ccmpiled for the purpose of furthering the ends and 
aims as above mentioned. This manual is for the use of school super- 
intendents and principals, and school boards. 



I 

ADMISSION 



GENERAL STATEMENT 

An applicant for admission to any of the colleges or schools of the Univeisity 
must be at least sixteen years of age. Candidates for admission to the college of 
Dentistry (Chicago) must be eighteen and candidates for admission to the School 
of Pharmacy (Chicago) must be seventeen years of age. 

Women are admitted to all departments under the same conditions and on the 
same terms as men. 

Students may be admitted at any time, but should enter if possible at the 
beginning of the fall semester (in September), or at the beginning of the spring 
semester (in February). Students can seldom enter the College of Engineering to 
advantage except at the opening of the school year in September. 

The entrance requirements for the undergraduate departments including the 
the colleges of Liberal Aits and Sciences, Commerce and Business Administration, 
Engineering, and Agiicultuie.andthe School of Music, amounting in each case to 15 
units of high-school work, will be found in detail in the University Register. 

For the College of Law, for admission to the three-year course, two years (60 
semester hours) of college work in arts, letters, and science in a recognized college 
or university; for admission to the four-year course, one year (30 semester hours) of 
college work. 

The Library School requires a bachelor's degree in arts, letters, or science from 
an institution having standards equal to those of the University of IlHnois. 

The College of Medicine {Chicago) requires, in addition to 15 units of high-school 
ciedit, two years (60 semester hours) of college work in an institution having stand- 
ards equal to those of the University of Illinois. 

For the College of Dentistry {Chicago), IS units of preparatoiy work in an accred- 
ited high school or academy or a state normal school, made up as follows : English, 
3 units; mathematics, 2 units; physics, 1 unit; electives from lists B and C (see 
pages 7-8), 6 units; free electives, 3 units. 

The School of Pharmacy {Chicago), requires graduation from an accredited high 
school with 15 acceptable units, or the equivalent. 

ENTRANCE REQUIREMENTS OF THE UNDERGRADUATE 

COLLEGES. 

High School Graduation 

A candidate for admission hy certificate must be a graduate of an accredited high 
school or other accredited school. 



An applicant who has not been graduated from an accredited school must pass 
entrance examinations in the following subjects, amounting to 5 units' : 

English composition 1 unit 

Algebra (to quadratics) 1 unit 

Additional subjects to be designated by the University authorities. ..>.... 3 units 
Total 5 units 

The remaining 10 units necessary to make up the 15 units required for admission 
may also be made in entrance examinations or maybe offered by certificate from any 
accredited school. 

Number of Units Required 

Fifteen units of high-school or other secondary-school work, in acceptable 
subjects (see Lists A, B, and C below), must be offered by every candidate. 

Prescribed Subjects 

Summary 
The 15 units offered for admission must include: 
I. Certain subjects prescribed alike for all curriculums (see List A 

below) 6 units 

II. Certain subjects prescribed in addition for the individual curriculum 

which the student wishes to enter 1 to 4 units 

III. Enough electives from list B (below) to make, with the subjects 

prescribed for all courses (List A) and those prescribed for 
the individual course of the student's choice, a total of 12 
units 5 to 2 units 

IV. Three additional uni's, which may be chosen either from list B or 

from the Additional Electives of List C (below) 3 units 

Total 15 units 

LIST A 

EngUsh (composition and literature) 3 units 

Algebra^ 1 unit 

Plane geometry 1 ucit 

Physics, or chemistry, or botany, or zoology, or physiology, with laboratory 

work 1 unit 

Total 6 units 

LIST B Units 

Latin 36 to 144 weeks 1-4 

Greek 36 to 108 weeks 1-3 

French 36 to 144 weeks 1-4 



1 A unit is the amount of work represented by the pursuit of one preparatory subject, with the 
equivalent of five forty-mirute recitations a week, through 36 weeks; or, in other words, the work of 
180 recitation periods of forty minutes each, or the equivalent in laboratory or other practise. 

2 Oiie and one-half units of high-school algebra are prerequisite for registration in all college 
courses in mathematics, and college mathematics is prerequisite for courses in physics and advanced 
chemistry. It is necessary, therefore, for students who intend to pursue curriculums involving college 
mathematics, physics, or advanced chemistry, including the curriculu ms in household science, chemistry, 
and cheinical engineering, the pre-medical curriculm, or curriculu ms in commerce and business adminis- 
tration in which university courses in mathematics are prescribed, to present for admission to the 
University, or make up after entrance, one-half unit of advanced alqebra in addition to the required unit 
of List A. 



8 

German 36 to 144 weeks 1-4 

Spanish 36 to 144 weeks 1-4 

1 Italian 36 to 72 weeks 1-2 

1 Norwegian 36 to 72 weeks 1-2 

1 Swedish 36 to 72 weeks 1-2 

^ Polish 36 to 72 weeks 1-2 

English (4th unit) 36 weeks 1 

^Advanced algebra 18 to 36 weeks |-1 

SoHd geometry 18 weeks }4 

Trigonometry 18 weeks Yz 

^History 36 to 144 weeks ]-4 

Civics 18 or 36 weeks J^-l 

Economics and economic history 18 or 36 weeks l^-l 

Commercial geography. . 18 or 36 weeks J^-l 

Astronomy 18 weeks '^A 

Geology 18 or 36 weeks y^-l 

Physiography 18 or 36 weeks J^-l 

Physiology 18 or 36 weeks ^-1 

Zoology 18 or 36 weeks 3^-1 

Botany 18 or 36 weeks Yz-l 

Physics 36 to 72 weeks 1-2 

Chemistry 36 to 72 weeks 1-2 

LIST C^ Units 

Agriculture 36 to 108 weeks 1-3 

Bookkeeping 36 weeks 1 

Business law 18 weeks Y 

Commercial arithmetic 18 weeks Y 

Domestic science 36 to 72 weeks 1-2 

Drawing, art and design 18 or 36 weeks J^-l 

Drawing, mechanical 18 or 36 weeks J^l 

^Manual training 36 to 72 weeks 1-2 

Music 36 to 72 weeks 1-2 

^ Shorthand and typewriting 36 or 72 weeks 1-2 

For more complete details as to entrance requirements see the University 

Register, a copy of which may be had, on request, from the Registrar. 



iNot accepted in satisfaction of the foreign-language prescription of the College of Liberal Arts 
and bciences or of the School of Music, but only as an elective. 

-See foot-note, page 7. 

f Greek and Roman history, 1 unit; medieval and modern history, 1 unit; English history, J^ or 
1 unit; American history, J^ or 1 unit. 

■» The subjects named in List C must be taught in accordance with specifications which are set forth 
in the High School Manual. 

5 In giving credit for manual training the University specifies that the work is to be done by com- 
petent teachers, as determined by inspection, and that credit shall not exceed one tmit for 360 forty- 
minute periods of work, including the necessary drawing and shop work. 

8 These two subjects must be offered together, no credit is given for either one offered separately. 



II 

UNDERGRADUATE SCHOLARSHIPS 



(For circulars giving more detailed information concerning these scholarships, 
apply to the Registrar of the University.) 

COUNTY SCHOLARSHIPS 

A law passed by the General Assembly of the State of Illinois at the session 
of 1905 and embodied in the General School Law of 1909 provides that one scholarship 
may be awarded annually to each county of the State. The holder thereof must be 
at least sixteen years of age, and a resident of the county to which he is accredited. 
No student who has attended the University of Illinois is ehgibje for a scholarship. 
The holder of a scholarship is relieved of payment of the matriculation fee ($10.00 
payable once, upon entrance) and incidental fees for four years ($30.00 a year) in any 
department of the University other than the professional school. The term "pro- 
fessional schools," as here used, includes the College of Law, the Library School, the 
College of Medicine, the College of Dentistry, and the School of Pharmacy. 

A competitive examination, under the direction of the President of the Univer- 
sity, and upon such branches of study as the President may select, is held, upon the 
first Saturday in June of each year, at the county court house in each county by the 
County Superintendent of Schools. Questions for the examinations are furnished 
in advance to the County Superintendents. 

The successful candidates in the examinations must then meet in full, either by 
certificate from an accredited high school or by passing entrance examinations at the 
University, the requirements for admission to the freshman class, and must register 
the following September. 

In case the scholarship in any county is not claimed by a resident of that county, 
the President of the University may fill the same by assigning to that covmty from 
some other county the student found to possess the next highest qualifications. 

A student holding a scholarship who shall make it appear to the satisfaction of 
the President of the University that he requires leave of absence for the purpose of 
earning funds to defray his expenses while in attendance, may, in the discretion of 
the President, be granted such a leave of absence, and may be allowed an extension of 
his scholarship for not more than two years (making not more than six years in all 
from the beginning of the scholarship). Such extension will not be granted unless 
the student has been in attendance at the University for at least one fuU semester, 
nor unless the student's average grade during the period of his attendance has been 
at least 80 per cent, exclusive of grades in military science and physical training. 

GENERAL ASSEMBLY SCHOLARSHIPS 

The same act by which the county scholarships described above were established 
also provides that each member of the General Assembly may nominate annually 



10 

one eligible person from his district for a scholarship in the University, granting the 
same privileges as the county scholarships. 

A member of the General Assembly who wishes to nominate a candidate for a 
scholarship should file the name and address of his nominee as early in the spring 
as practicable and not later than June 1, with the President of the University and 
also with the County Superintendent of the county in which the nominee resides. 

The nominee is then required, under the statute, (1) to pass the scholarship 
examination —the same that is given to competitors for the county scholarships on 
the first Saturday in June, under the County Superintendent; (2) to meet in full, 
either by certificate from an accredited high school or by passing entrance examina- 
tions at the University, the requirements for admission to the freshman class; and 
(3) to register in the University the following September. 

If a nominee fails to make a passing grade (70) in the scholarship examination 
he may not receive the scholarship. In this case notice will be sent to the member 
of the General Assembly who made the nomination, who is then entitled to nominate 
a second candidate. This second candidate is subject to all the requirements stated 
above; the scholarship examination will be given him at the University on the Wed- 
nesday preceding the fall registration days (in 1918, September 11). 

A General Assembly scholarship may be extended under the same conditions 
as a county scholarship. 

SCHOLARSHIPS IN CERAMICS 

The University offers annually to each county in the State one scholarship, 
awarded by the Trustees of the University, upon the nomination of the Illinois Clay 
Workers' Association, to applicants who intend to pursue either of the courses in 
ceramics (Ceramics, and Ceramic Engineering). These scholarships are good for 
four years and relieve the student from the payment of the matriculation fee ($10.00, 
payable once, upon entrance) and the incidental fees ($30.00 a year). 

The candidate must be at least sixteen years of age, must be a resident of the 
county for which he is nominated, and must meet in full, before entering, by certificate 
from an accredited high school or by passing entrance examinations at the University, 
the requirements for admission to the freshman class. 

SCHOLARSHIPS IN AGRICULTURE AND HOUSEHOLD SCIENCE 

The University offers every year to each county in the State, except Cook 
and Lake, and to each of the first ten congressional districts, one scholarship for 
prospective students of agriculture in the College of Agriculture and one for prospect- 
ive students of household science in the College of Liberal Arts and Sciences or the 
College of Agriculture. 

Appointments to scholarships in agriculture are made by the Trustees of the 
University upon the recommendation of the Executive Committee of the lUinois 
Farmers' Institute; and to scholarships in household science upon the recommen- 
dation of the County Domestic Science Associations, or, for counties and districts 
in which there are no domestic science associations, on the recommendation of the 
Illinois Farmers' Institute. Persons who have already attended the University a,re 
not eligible. 



11 

Candidates who are able to meet in full the requirements for admission to the 
freshman class are eligible to appointment at 16 years of age. Candidates who can- 
not meet these entrance requirements are eligible to appointment as special students 
(in the College of Agriculture) at 21 years of age. 

Acceptable candidates, residents of counties or districts for which appointments 
have been made, not exceeding five in number from any one county or district, may 
be assigned to counties or districts for which no recommendations are made. The 
first nominee from each county or district, if duly quaUfied, is awarded the scholar- 
ship at the time of registration. Other nominees must pay the regular fees on regis- 
tration. Assignments to counties and districts for which there are no nominees 
registered are made on October 15, at which time the nominees so assigned to counties 
or districts other than their own receive rebates of the full amount of the matricula- 
tion and incidental fees paid. 

The scholarships are good for two years and reheve the holders from the pay- 
ment of the matriculation fee ($10.00, payable once, upon matriculation), and the 
incidental fees ($30.00 a year). If, before a scholarship expires, the holder satisfies 
in full the requirements for admission to the freshman class of the college in which he 
or she is enrolled the term of the scholarship may be extended to four years from the 
date of the student's matriculation. 

MILITARY SCHOLARSHIPS 

Students who have had three semesters of class instruction in military science 
and four semesters of drill practice are eligible for appointment as commissioned 
officers of the University Corps of Cadets. To those attaining this rank, special 
mihtary scholarships, good for one year, and equal in value to the university inciden- 
tal fees for the year, are open. The amount of these scholarships is paid to the holders 
at the close of the academic year. Appointments in the Corps of Cadets are made 
on the recommendation of the Commandant of Cadets, confirmed by the Council of 
Administration. 

OTHER SCHOLARSHIPS 

For scholarships in the College of Law, see page 203 of Register for 1917-18. 



12 



III 
THE ACCREDITING OF HIGH SCHOOLS. 

1. CONDITIONS. 

High Schools or Academies are inspected for accrediting on appli- 
cation from, the principal, superintendent or board of education. All 
applications should be made, not later than January 30 of a given school 
year, to the University High School Visitor. Upon receipt of such 
application blanks will be sent to the applicant for a full and complete 
report en the conditions existing in high school or academy. 

The general conditions looked for in the preliminary report from 
a school are : 

1. Is the length of school year at least 36 weeks (8| calendar 
months or 9 twenty-day months) of actual school work? 

2. Is the financial condition of the district capable of sustaining 
a school at such standards as will assure reasonable efficiency? 

3. Are there as many as four teachers below the high school in the 
high-school district? 

4. Are there three or more teachers, including superintendent or 
principal, devoting fiill teaching time to high-school work? In the 
case of the superintendent at least half of his time should be given to 
high-school teaching and the other half to supervision. 

5. Are the recitation periods at least 40 minutes in length exclusive 
of time required for the movement of classes? 

6. Are consecutive double periods provided for all unprepared 
work, such as laboratory, shop, drawing? 

7. Is the material equipment of the school adequate for the work 
it undertakes ? 

8. Are text-books well chosen ? 

9. Do any teachers have more than seven periods per day of 
recitation and laboratory work? 

10. Are the teachers apparently well prepared for their work? 
The studies and exercises of the high school are much more varied 

in character than those of the elementary schools. This is due to the 
fact that the development of civilization has resulted in building up 
widely varying interests as represented in the field of learning. The 
necessity for wide variation in subjects taught is also apparent in the 



13 

widely var^dng needs of the different occupations for which the school;: 
are expected to prepare. 

This state of things adds greatly to the problem of selecting high 
school teachers. The number of subjects cffered in a given curriculum 
as well as the relationship existing among these subjects needs to be 
taken into consideration. The emplo^rment of all the teachers qualified 
to teach only a few common subjects, as language and history, or 
mathematics and physics, will leave some important subjects entireh 
unprovided for. Teachers should be so selected as to provide as equit- 
ably as possible for the teaching of all subjects oft'ered in the curriculum. 

The very nature of the subjects to be taught in high schools calls 
for a high grade of scholarship. Here the thought processes are to be 
developed and the pupils taught to find out the truth for themselves 
in the study of books and of nature. Above all, ideals of good scholar- 
ship are to be inculcated, a process for which no mere smattering of the 
subjects to be taught can possibly quahfy the teacher. 

At the same time it is quite as desirable that the teacher possess 
those personal qualities which are essential in those who are to under- 
take the control and direction of the activities of high school girls and 
boys. Teachers should therefore be selected for the quality and strength 
of character which they are found to possess. 

Thus scholarship and personality become the prime considerations. 
Of cotirse there is an advantage in favor of the teacher who has, along 
with these qualities, a reasonable amoiint of experience; but experience 
alone can not make up for either one of the fimdamental qualities 
named above. It frequently happens that Boards pay a good price 
for experience when if the character of that experience were known 
it would be found to disqualify rather than to recommend the employ- 
ment of the candidate. 

One of the requirements which should be understood by the candi- 
date seeking employment is the capacity and willingness of the teacher 
to do "team work," — to cooperate with principal and teachers in thosie 
little extraordinary services which the individual in any community 
should contribute to the common good. 

In the matter of scholarship the Senate of the University of Illinois 
recently approved the following recommendation from the Committee 
on Educational Policy : 

"That a statement be issued by the University to the effect that il 
is important to the welfare of the high schools of the State and to the 



14 

high-school work of the high-school graduates that only those who have 
had four years' work of college grade beyond the four-year high-school 
course, or who have done work equivalent to the same, should be ap- 
pointed in accredited high schools as teachers of the subjects of the 
ordinary high-school curriculum — exclusive, that is, of music and voca- 
tional and industrial subjects." 

Thus while the University does not say to the accredited high 
schools that only teachers having the grade of scholarship mentioned 
will be approved, especial emphasis is put upon this standard as relating 
directly to the welfare of the high schools. 

Attention may here be called to the fact that a similar standard 
of scholarship is required by the North Central Association of Colleges 
and Secondary Schools in its accrediting of high schools. Also that 
most of the states granting subsidies to high schools require a similar 
qualification on the part of high-school teachers. California goes even 
beyond this and requires master's degrees in many cases. 

The source of supply of high-school teachers must necessarily be 
chiefly from the colleges and universities, including normal schools 
doing four years of work of college grade. In all these institutions 
some one is assigned the duty of answering calls from superintendents 
and boards for the recommendation of teachers to fill vacancies that 
have arisen or new positions that have been created in certain high 
schools. 

To such committees or secretaries having in charge the appoint- 
ments work of an institution school authorities desiring teachers may 
apply usually with the expectation of prompt attention to such calls 
and of reliable recommendations as to the character of the candidates 
named. 

Generally speaking the superintendent or principal of a high school 
should be permitted some choice in the matter of teachers to be em- 
ployed. In fact, if these officials are what they should be, they should 
be requested to nominate their assistants subject to approval by the 
Board. 

2. METHODS. 

If the report returned by the school applying for credit is satisfac- 
tory a visit for inspection will follow as soon as practicable. The Visi- 
tors report the results of their inspection to the committee on accrediting 
of schools and this committee makes recommendation to the Council of 



15 

Administration. If a school is found satisfactory a report is sent from 
the office of the High School Visitor together with a card on which is 
given a schedule of credits. Later a certificate of accrediting is sent out 
from the office of the University Registrar. 

Accredited schools are visited at least once in three years, and 
oftener when deemed necessary. The University reserves the right 
to reconsider the accrediting of a school at any time in case of marked 
deterioration of work. 

Each student coming to the University from an accredited high 
school or academy shotild request the principal of the school to send 
to the University Registrar a certificate showing the period of his 
membership in the high school, the fact of his graduation, the subjects 
he has taken in his course, the number of recitations in each subject, 
the length of recitations in minutes, the amotmt accomplished, and his 
average grade in each subject. For the particulars of these reports 
the high-school principal is often obliged to depend upon records made 
before the commencement of his own term of service in the school, and 
these records shoiild consequently be regularly kept and preserved in 
a way to include all the information called for by the student's certificate 
above described. 

In the matter of accrediting special emphasis will be placed on the 
preparation which pupils have as a basis for promotion to the high 
school. The training in English, as evidenced in its use by pupils, is 
considered particularly important here. 

In the case of pupils from a two or three year high school who com- 
plete their work in a high school accredited by the University the work 
must be duly accepted and approved by the accredited high school 
receiving such pupils as fairly equivalent to the work of the receiving 
school. In ether words the credit must he transferred so that it is certified 
as from the school where such pupils' work has counted towards gradua- 
tion at par with the school's regular pupils. No such certificate should 
be granted unless a pupil has had at least one full year's work in the 
school certifying. 

The University reserves the right to question the creditability of any 
four year high schools which commonly accept the work of students from 
two or three year high schools without first determining its equivalence to 
their own work. A similar reservation would apply in cases where a high 
school graduates students who have not completed the required work for 
graduation. 



16 



IV. 

DESCRIPTION OF SUBJECTS WHICH MAY BE ACCREDITED 
AND ACCEPTED FOR ADMISSION. 

The schedule of subjects accepted, together with the number of 
units of credit which may be given to each, will be found under admission 
requirements (see pp. 6 and 7). 

In addition to the following descriptions and outlines of the various 
tinits of work acceptable for entrance reference should be made to 
recommendations as finally adopted by the High School Conference. 
These will be found published in the proceedings of the conference, a 
full set of which should be kept in the library of each accredited high 
school. 

1. AGRICULTURE. 

Courses in agriculture should be arranged for periods of not less than 36 weeks. 
Such a course may be accepted for one unit of entrance credit, and two such courses 
may be accepted for two units, provided the work covered by each course is so 
closely related in its parts as to constitute one of the generally accepted divisions now 
recognized in agricultural work. At least one-half the time should be devoted to 
laboratory work, and note-books should be presented. Seven periods of 40 minutes 
(two double) per week is the minimum. 

The University now grants credit for three units of work in agri- 
culture where a well trained teacher is employed and a suitable curri- 
culum and equipment arranged. The following outline may serve as a 
basis for organizing a curriculum. The general practice now is to take 
up separate courses in different phases of agriculture rather than to offer 
a general course as was the practice in the early introduction of this 
subject into the high school. 

In the Agricultural Section of the High School Conference, Nov. 
20, 1908, the following outline of work in agriculture for secondary 
schools was presented: 

Study of Soils 

Physical composition of the soil. 

Formation and transporting of soils. 

Classification of soils with reference to texture. 

Moisture relations of soils. 

Different forms and movements of soil moisture. 

Experiments to determine the percent of capillary, hygroscopic and total 
moisture in soils under different conditions. 



17 

Experiments to show how soils of diflferent textures differ in their power to 
retain moisture and to raise it by capillary force. 

Experiments to determine and to compare the percent of pore space in different 
soils. 

Experiments to show that the capacity of soil to absorb and hold water depends 
upon the amount and character of the pore space. 

Experiments to determine the percent of humus in soils. 

Experiments to show how humus in soils affects their moisture relations. 

Experiments to determine the real and apparent specific gravity of soils. 

Study of temperatures of different soils. 

Experiments to show effect of color on temperature of soils. 

Experiments to show difference in temperature on drained and undrained soils. 

Experiments to show the effect of lime on the texture of clay soils. 

Experiments to show effect of organic matter on the texture of clay soils. 

Study of causes, effects and control of soil erosion. 

Experiments to show how soil moisture may be conserved by mulches. 

Study of Plants and Crops 

Study of root systems of plants and their relations to the soil. 

Study of the stem and leaf in their relations to light and air. 

Study of the flower in its relation to the seed and plant breeding. 

Experiments in germination of seeds under diflferent conditions of planting, 
temperature, heat, moisture, etc. 

Experiments in soil fertility to determine essential plant foods. 

Experiments to show the efifect of each of the elements, nitrogen, phosphorus, 
and potassium on plant growth. 

Experiments to show efifect of Ume on acid soils. 

Experiments to show the power of bacteria living on the roots of legumes to 
secure nitrogen from the air. 

Special Studies in Corn 
Corn judging. 

Testing of seed for germination. 
Care of seed. 
Corn breeding. 

Experiments to show power to control diflferent characters in corn by selection 
of seed. 

Further Courses Recommended for Schools Prepared to Give More 
Extended Time to the Work 

Study of breeds and types of farm animals. 
Study of feeds, balanced rations and principles of feeding. 
Study of milk, its composition, care and testing for butter fat. 
Study of the more common diseases of farm animals, their symptoms and treat- 
ments, together with their causes and means of prevention. 
Study of poultry. 
Judging live stock. 



18 

Improvements of animals and plants. 

Study of legumes, alfalfa, clover, cowpeas and soy beans. 

Study of oats, wheat and grasses. 

Study of the farm garden. 

Preparation and use of insecticides and fungicides. 

Study of weeds, their habits of growth and dissemination and how to eradicate 
them. 

Study of farm machinery, farm buildings and cement construction. 

Note — For further outUnes see circular on Four Years' Work in High School 
Agriculture, published by the College of Agriculture. Also Four Years' Course in 
Agriculture, recommended by the Illinois Educational Commission, Report of 1910. 

See also discussions, reports and recommendations in Conference Proceedings of 
subsequent years. 

2. ASTRONOMY. 

In addition to a knowledge of the descriptive matter in a good text-book, there 
must be some practical famiHarity with the geography of the heavens, with the 
various celestial motions and with the positions of the conspicuous naked-eye heaven- 
ly bodies. 

3. BOOKKEEPING. 
The unit of work in bookkeeping for college entrance should consist of a working 
knowledge of both single and double entry bookkeeping for the usual lines of business. 
The student should be able to change his books from single to double entry and from 
individual to proprietorship. At least one set of transactions should be kept by 
single entry and at least two sets by double entry in which the uses of the ordinary 
bookkeeping books and commercial papers should be involved. The student should 
be drilled in the making of profit and loss statements and of balance sheets and should 
be able to explain the meanings of the items involved in both kinds of instruments. 
The work should be done under the immediate supervision of a teacher and the stu- 
dent should devote at least ten periods of not less than forty minutes full time in 
class each week for one academic year. 

4. BIOLOGY. 

The following reports of the Committee on Minimiim Essentials 
of the Courses in Zoology, Botany, and Physiology were tentatively 
adopted by the Biology Section of the Conference in 1917. 

A. Botany 
Final Report on the Minimum Essentials for Half-year Course in Botany. 
By J. L. Pricer, Normal, 111. 
Although the committee on minimum essentials was not asked specifically 
to report electives also, we have thought it best to do so and to arrange both in some 
definite sequence so as to afford a working course for young teachers who do not feel 
able to arrange their own course. 

The sequence here presented has been thoroughly tested by the writer and has 
been fotmd to offer great teaching advantages and to be well suited to a half-year 



19 

course beginning in February. If these topics are fully developed, they constitute 
a sort of continued story, each lesson preparing for the next and in turn throwing 
some light on previous lessons. 

Topics regarded as essentials are preceded by the sign: *, while topics which are 
regarded as electives are preceded by the sign: J. 

I. Flowers, Fruits, Seeds, and Seedlings. Five Weeks. 

*1. Structure of two or more typical flowers, including the ovules and their 
parts. Geranium flowers and some variety of Narcissus can usually be secured from 
greenhouses in February. 

*2. Pollination and the relation of flowers and insects. 

*3. Fruits such as bean pod, corn kernel, apple, cocklebur. Identify parts of 
the flower in the fruit. 

*4. Seeds, such as bean, corn, caster bean, pumpkin. Identify parts of the 
ovule in the seed. Parts of the embryo. 

*5. Foods stored in corn kernel, including tests for starch, fats and proteins 
and microscopic study of thin sections. Note that food is stored within the cells 
usually in insoluble form. 

*6. Starch digestion, using germinated barley grains and a Yi per cent starch 
suspension. Test for the disappearance of starch with iodine solution and for the 
appearance of sugar with Fehling's solution. Compare with digestion of starch by 
saliva. 

*7. Demonstrate the process of respiration in germinating seeds by growing 
them in an enclosed vessel and testing the air about them for oxygen and carbon 
dioxide. 

*8. Demonstrate the process of delayed germination in such seeds as the cockle- 
bur, lupine and clover. Value of the property to the species. Its importance 
in the extermination of weeds. 

J9. Various methods of seed dispersal. Enormous number of seeds produced 
by some plants. A good demonstration of this can be had by securing a large pig 
weed in the fall, threshing out the seeds and estimating the number by weighing and 
counting one gram, 

II. Roots, Stems and Leaves. Five Weeks. 

*1. Roots and root hairs. Roles of the root system. Contrast with stems. 

*2. Demonstrate the process of osmosis and apply it to the absorption of 
materials from the soils by roots. JChemical elements taken from the soil by roots. 

t3. External features of stems, including methods of branching and elongating 
the axis, bud arrangement, homologies of thorns and tendrils. Climbing plants and 
rosette plants. 

*4. Microscopic study of some woody plant such as Aristolochis. JMicro- 
scopic study of pine wood and some monocot stem, such as com. 

*5. Gross structure of woods used for finishing and furniture. Fitness of 
difiEerent woods for different purposes. Structural features of wood that give decora- 
tive effect in finishing lumber. Study decayed oak wood to get these features. 

J6. Pruning, budding and grafting. Relation of cambium and callous to these 
processes. 

t7. Trees and shrubs and their uses in decorative planting. 



20 

X8. External structure of leaves. Forms of leaves, leaf arrangement, tropic 
responses in leaves. Light exposure in grasses and rosette plants. 

*9. Microscopic structure of leaves. The epidermis with its stomates and a 
cross section. 

*10. The process of photosynthesis. Demonstrate the need of light, carbon 
dioxide, and a suitable temperature. Show that oxygen is a waste product of the 
process. Contrast with respiration. Emphasize the importance of the process to 
the living world. — The sole source of food. 

*11. Translocation and storage of food. Advantages gained by biennial and 
perennial plants by storing food in roots, stems and other organs at other times. 
Advantages to man of the concentration of foods m storage organs. Contrast the 
storage process with digestion. Definition of food. 

*12. Transpiration. Loss of water, the great danger to plant life. Structural 
features which enable plants to expose enormous surfaces to the dry air. Cutin, cork, 
and the vascular system. Recall absorptive powers of roots. The important role of 
water in plant growth. Value of irrigation. 
III. Algae and Fungi. Three Weeks. 

Jl. Microscopic study of Gloeocapsa, Oscillatoria, Ulothrix, Vaucheria and 
Oedogonium. Primitive sexual reproduction in Ulothrix. Sex organs in Vaucheria 
and Oedogonium. Economic relations of algae. Food for water animals, and injury 
to water supplies. 

*2. Microscopic study of the bacteria found in a hay culture. Identify the 
three difEerent forms. Relations to the food of the hay and to the protozoan animals 
of the culture. Powers of digestion and absorption of food. Method and rate of 
multiplication. Conditions favorable and unfavorable to growth. Parasites and 
saprophytes. Disintegration of organic matter and return of fertility elements to 
the soil. Relations to soil nitrogen. 

Methods of protecting food against the attacks of bacteria. Animal and plant 
diseases caused by bacteria. 

*3. Miscroscopic study of yeast. Demonstrate the production of carbon 
dioxide and alcohol. The enzymes invertase and zymase. Wild yeasts and culti- 
vated yeasts. The processes of wine, bread, and bread making. 

J4. The life and work of Pasteur. Benefits to man of the science of bacter- 
iology. 

*5. Microscopic study of several different kinds of mold. Methods and enor- 
mous powers of reproduction. Digestive and absorptive capacity of molds. Inocu- 
late sound fruits and vegetables with different m olds and observe the results. Means 
of preventing mold action on foods. If possible show the presence of m.old spores in 
the air by culture methods. 

J6. Study a downy and powdery mildew as examples of parasitic fungi. Note 
their methods of reproduction and distinguish between phycomycetes and ascomy- 
cetes. Material for this study should be collected in the fall. 

*7. Rusts and smuts. Work out the life history of wheat rust and of corn 
smut. Methods of control. 

$8. Mushrooms. Study of structure of several different types of fleshy fungi. 



21 

Note the method of bearing the spores and the great number of them. Identify a 
few forms of edible mushrooms. Teach the structure of the poisonous Amanita. 

IV. Bryophytes and Pteridophytes. One Week. 

Jl. Work out the life history of some liverwort, including the alternations of 
generations. Note the structure of the gametophyte. Lack of cutin, vascular 
system and roots, and consequent limitation to small size and to living in moist 
situations. 

*2. Life history of som.e common moss including the alternation of generations. 
Note that the sporophyte is larger than in the case of liverworts and that it is ap- 
proaching independence. 

13. Life history of so.ne common fern including alternation of generations. 
Note the independent sporophyte, true roots and vascular system. Large size of 
plants correlated with the structural features. 

V. Reproduction in Gymnosperms and Angiosperms. Two Weeks. 

*1. Study the cones of the Austrian pine and work out all the details of repro- 
duction including the alternation of generations. Note that the female gametophyte 
is still a many celled structure and forms the endosperm of the seed surrounding the 
embryo. Make clear the fundamental identity between the reproduction in the 
seed plants and the higher seedless plants. 

*2. In a similar way study reproduction in the Angiosperms working out all 
the details of pollination, development of male and female gametophyte, double fer- 
tilization, development of the embryo and endosperm and the maturing of the seed. 
Study several flowers with reference to their adaptations to cross or self polUnation. 

VI. Heredity and Plant Breeding. One Week. 

*1. Pupils should be given some more or less detailed account of Mendel's Hfe 
and work, of the so-called Mendelian laws, and of the process of transmission of 
hereditary characters. Illustrative material such as hybrid corn, hybrid fowls, or 
other available hybrids or pictures of them may serve to illustrate the transmission 
of unit characters. This material should be given in a well illustrated text, but if it 
is not in the text used, it may be given by lectures, with illustrative material, or it 
may be gotten from reference books. 

*2. Along with the above, pupils should be given some notion of the work that 
is being done in the way of plant improvement through a knowledge of the laws of 
heredity. The breeding of disease resistant and drouth resistant plants and plants 
of greater productivity should serve as illustrations and the methods practised in 
plant breeding should be discussed. Some mention of human heredity and eugenics 
might be made in the way of application. 

VII. Classification of Plants. One Week. 

Jl. Pupils should be given something of the history of this phase of botany, 
including the life and the work of Linnaeus, the artificial and the natural systems of 
classification, and the fact that tie latter is based on the doctrine of evolution. The 

characters of the four main divisions should be discussed in the way of review and 
then the pupils should bt given some practise in the tracing of plants by means of a 

key. This should serve as a review of the structural features of plants as well as to 

give the pupils some notion of the general field of taxonom.y. 



22 

B. Physiology. 

Outline for an Eighteen Weeks' Course in Physiology. 

Principal G. J. Koons, Township High School, Pontiac. 

I. Introduction. One Week. 

Essential. 
Importance of study. Scope and divisions of subject. Man's place in the 
animal kingdom. Physiological division of labor. Relation of structure to function. 
Protoplasm. Cell structure and reproduction. 
Optional. 
Brief historical account. Demonstration of cell structure and reproduction 
with microscope or lantern. Kinds of tissues. Demonstration of common tissues. 

II. Foods. Two Weeks. 

Essential. 
Necessity. Kinds. Sources of food supply. Composition and energy. Selec- 
tion and preparation. Correct diets. The school lunch. Dangers in water and milk 
supplies. 

Optional. 
Composition of different kinds. Food charts. Simple methods of detecting 
adulterations. Safe methods of storing and preserving. Mistakes in diet. Is 
alcohol a food? 

III. Digestion and Absorption. Two Weeks. 

Essential. 

Purpose of digestion. Structure and function of organs. The teeth. Oral 

hygiene. Secretion and action of digestive ferments. Digestion and absorption in 

the mouth. Importance of careful mastication. Digestion and absorption in the 

stomach. Digestion and absorption in the intestines. How food reaches the tissues. 

Optional. 

Demonstration of the viscera of cat, rat, or rabbit. Swallowing. The pupil 
should be able to trace in a clear and accurate manner the food from the time it enters 
the mouth until it is built up into the tissues. Causes of indigestion. Common 
diseases and disorders of the digestive organs. Intestinal parasites. Effect of 
alcohol on digestion and the digestive organs. How to keep the digestive organs in 
good working order. 

IV. The Blood and Its Circulation. Two weeks. 

Essential. 

Composition of the blood. Structures and function of different parts. Struc- 
ture, adaptation and function of organs of circulation. Course of the blood through 
the body. 

Optional. 

The malarial parasite and the blood. Demonstration of beef or sheep's heart. 
Demonstration of capillary circulation in frog's foot, tadpole's tail or fish's tail. 
Lymph and lymphatic vessels. Cause of fainting. Influence of alcohol on tem- 
perature of the body and the organs of circulation. Athletic heart. Headache 
remedies. So-called blood purifiers. 



23 

V. Respiration. One Week. 

Essential. 

Purpose. Necessity for oxygen. Structure, adaptation and function of organs 
of respiration. Breathing. Exchange of gases. Necessity for ventilation. Meth- 
ods of ventilation. The sleeping room. Special attention should be given to colds 
and tuberculosis. 
Optional. 

Respiration in lower animals. Demionstration of "plucks" secured from 
butcher shop. Lung capacity. Internal respiration. Artificial respiration. Dem- 
onstration of methods of artificial respiration. The lung-motor. Dangers from 
breathing dust. Proper methods of sweeping and dusting. Outdoor sleeping. 
Drafts. Breathing exercise. Diseases of the organs of respiration. Preventive 
measures. 

VI. The Skin and the Elimination of Waste. One Week. 

Essential. 
Functions of the skin. Structure. Hair and nails. Action of clothing and 
hygienic points to be observed. Bathing. 
Optional. 
Effect of overheated and underheated rooms on the skin. Effects of humidity. 
Cause of fever. Chills. ChilUng lowers body's resisting power. Common skin 
diseases. Inflammation. Corns. Warts. Bunions. Ingrowing nails. Structure 
and functions of the kidneys. Effects of alcohol on the kidneys. 

VII. Supporting Tissues. One Week. 

Essential. 
The human skeleton. Structure. Composition and growth of bones. Kinds 
and structures of muscles. Exercise. Simple exercses for developing and keeping 
body in good condition. 
Optional. 
Pupil should be able to name and identify on skeleton the important bones. 
Articulation. Importance of correct posture in sitting. Skeletal deformities and 
their causes. Demonstration with microscopic slides of different kinds of muscles. 
Training and development. Comparative value of different kinds of exercise. 

VIII. The Nervous System. Three Weeks. 

Essential. 
Protected position. Parts. Structure and function of different parts. Sym- 
pathetic nervous system. Reflex action. Hygiene of nervous system. Rest. 
Play. Sleep. Principles of habit formation. 

Special senses. Structure and function of the organs of the special senses. 
Proper light for reading. Lighting of homes and school rooms. Care of the eyes. 
Optional. 

Tobacco, alcohol and drug habits. Pain. Nervous disorders. IMental hygiene. 

Demonstration of structure of eye with beef or hog's eye. Demonstration of 
structure of ear with model. Methods of testing hearing and sight. Defects of 
vision and how remedied. Trachoma. 



24 

IX. Accidents. Emergencies and Care of the Sick. One week. 

Essential. 
Importance of a cool head and quick action in accidents and emergencies. Dis- 
cussion and demonstration of what to do in case of drowning, asphyxiation by gas , 
freezing, broken limbs, bleeding, poisoning, sprains and burns. Special attention 
should be given to what to do in case the clothing catches fire. 
Optional. 
The home medicine cabinet. What it should contain. Simple household 
remedies and their use. Proper care of the sick. The sick room. Food for the sick. 

X. Home and Public Sanitation. Four weeks. 

Essential. 

1. Organisms that cause diseases. Bacteria: Classes, characteristics, repro- 
duction, conditions favorable for growth. How they get into the body. Diseases 
caused by bacteria. Diseases caused by organisms other than bacteria as pyorrhea, 
malaria, ringworm and hookworm. 

2. Hygienic and sanitary measures based on knowledge of parasites causing 
disease: food preservation, disinfection, vaccine and serum treatments, protection 
from and elimination of flies, protection from and elimination of mosquitoes. 

3. Preventive measures and treatment of common diseases caused by para- 
sites. Special attention should be given here to common communicable diseases. 
Bulletins on these diseases published by the State Health Department will furnish 
valuable material. 

4. Prevention of disease by the individual. Importance of fresh air, pure food, 
pure water, healthful exercise and sufficient sleep. Causes of lowered resistance. 
Use of proper methods of dusting and sweeping. Prompt and proper treatment of 
cuts and wounds. Cooperation with civic authorities. How to Live, published by 
Funk and Wagnalls Company, is a good reference book for this subdivision. 

Optional. 

1. Prevention of disease by civic authorities. Care of the streets. Care of 
public places. Public water supply. Sewage and drainage. Supervision of sale of 
milk and other foods. Quarantine regulations. Medical inspection of schools. 

The subject of sex hygiene is left to the judgment of the teacher. In some places 
it has been prohibited by the board of education. In others the results are reported 
as unsatisfactory. Some arrange to have the subject presented by physicians. A 
woman physician is secured to talk to the girls and a man to the boys. 
Reference. Much helpful material may be found in the following books: 

Ritchie's Primer of Sanitation. World Book Co. 

Ritchie's Human Physiology. World Book Co. 

Hartman's Laboratory Manual for Human Physiology. World Book Co. 

Rettger's Elements of Physiology and Sanitation. A. S. Barnes Co. 

Fisher and Fisk's How to Live. Funk and Wagnalls Co., N. Y. 

Allen's Civics and Health. D. C. Heath & Co., Chicago. 

Abridged Red Cross Textbook on First Aid. P. Blakiston's Sons Co., Phila- 
delphia. 

Rosenau's Preventive Medicine and Hygiene. D. Appleton & Co. 

MacNutt's Manual for Health Officers. John Wiley & Sons, N. Y. 



25 

C. Zoology. 
Minimum Essentials of an 18-Weeks' Course in Zoology. 

This course was reported in detail at this meeting a year ago, when the results 
of a series of questions regarding it were given. These were printed in the Proceed- 
ings of the Conference under date of Jan. 8, 1917, pages 84-86 and 94. Further 
consideration of the proposed outline and further questioning of interested teachers 
have led us to change the plan slightly, in that differentiation is now made between 
essentials and optionals and that the outline is more full as to details. Thus we have 
a course of fifteen weeks work in seven animal phyla or classes, and an outline of 
suggested work in certain others. The remaining three weeks probably would be 
used in reviews, examinations, or hoUdays, and in expansion of some exercises or in- 
sertion of new ones, as the teacher may desire. 

Before stating the revised course we would again call attention to the aim of 
the committee. We were not instructed to formulate a full course of study nor did 
we understand that our report would be adopted by and used by every accredited 
high school in Illinois. Those cities offering a year course will necessarily disregard 
it except as it might offer a nucleus for a fuller outUne. The smaller schools feel the 
need of a guide course because their equipment is likely to be incomplete or disor- 
ganized, because the teacher often teaches other subjects also and is too busy to 
watch closely each subject and each topic, and because the teacher's tenure of office 
being short the course often suffers revision. We do not think of " compelling " any- 
one to do anything, but we offer the zoology outline as a means of standardization to 
those caring to use it. 

Our suggested course follows: 

Respectfully submitted, 

Harold B. Shinn for Zoology. 
Suggested Order of Studies. 





September to January. 




January to June. 


1. 


Insects. 


1. 


Mammals. 


2. 


Spiders. 


2. 


Birds. 


3. 


Birds (given here because of fall 


3. 


Reptiles. 




migration). 


4. 


Amphibians. 


4. 


Protozoans. 


5. 


Fishes. 


5. 


Sponges. 


6. 


Protozoans. 


6. 


Coelenterates. 


7. 


Sponges. 


7. 


Flat and Thread Worms. 


8. 


Coelenterates. 


8. 


Earthworm. 


9. 


Flat and Thread Worms. 


9. 


Crustaceans. 


10. 


Earthworm. 


10. 


Molluscs. 


11. 


Molluscs. 


11. 


Fishes. 


12. 


Crustaceans. 


12. 


Amphibians. 


13. 


Spiders. 


13. 


Reptiles. 


14. 


Insects. 


14. 


Mammals. 







Insects. Four Weeks. 

1. — -Morphology and physiology of one form of local importance, as locust, bee, 
fly, mosquito, or a true bug. 



26 

2. — Adaptations to aquatic, burrowing, terrestrial, aerial, predaceous and other 
habits, in leg and wing; to respiration in various habitats; to changes of season, of 
habitat, and of food. 

3. — Feeding habits and means of treating insect pests; studies of pests locally 
important. 

4. — Economic forms of products; pollination, seed and fruit formation ; disease 
transmission, personal and public sanitation. 

Optional Topics. 

1. — Modes of development and their adaptation changes during metamorpho- 
sis. 

2, — Preparation of economic, life history, or type collections, of coloration boxes, 
of habitat photographs, or of local sanitary maps or charts. 

3. — ^Anatomy, internal; (well taught by means of paper models). 

Spiders. Two Days. 

General external morphology, natural history and development. 

Protozoa. One Week. 

Cell physiology and anatomy. These studies, illustrated by living or stained 
material and original paper models, should be more carefully treated than by others 
in the course, to be efficient and brief. The story of gametes and of the evolution of 
sex is hardly proper here except as optional work. 

Sponges. One Day. 

Anatomy is not of essential importance. Commercial fisheries, to be studied by 
means of the text or encyclopaedia as informational reading, with demonstration 
specimens. 

Coelenterates. Two Days. 

Evolution of the metazoa, often stressed in the study of this phylum, is not 
advised here, but rather should attention be directed to either a brief study of corals 
and their geological-geographical importance or else to a reading lesson uponhydroids 
and jelly fishes. Structure may be well shown by preparation of a paper model, or 
"cut out," of the hydra, as a type study. 
Flat and Thread Worms. Three Days. 

The vinegar eel furnishes Uving material. Other forms may be used as museum 
material and life histories taught by means of diagrams. Tape-worm; Trichina; 
Hookworm; Ascarus. 

Earthworm. One Week. 

Individual dissections are strongly advised, with preparations of paper models 
to reproduce the dissection. The physiology of a relatively simple animal. 

Crustacea. Three Days. Optional. 

Intensive study of the crayfish is not advised, but a rather simple theme, as 
"Segmentation plus Protection." Minute forms of the plankton; lobster and crab 
fisheries; specialization and degeneration may be stressed for crab and barnacle. 

Mollusca. One Week. (and) 

External morphology only of mussel (or) snail, with their Hfe history, ecology, or 
economics; button manufacture ; pearl and oyster fisheries. 



27 

Fishes. One Week. 

External inorpholog}'' as an aquatic adaptation. 

Studies in natural histor^^ and ecolog^^ of local game and food fishes. Ecological 
survey of a local pond or stream, to show distribution, light or bottom relations, etc., 
is advised. 
Amphibia. One Week. 

Life history of a frog; adaptations for double life while adult (circulation and 
respiration). Or Dissection of a simple vertebrate; its physiology. 
Reptiles. Two Bays. 

Anatomy not important. Natural history of examples of lizards, snakes, and 
turtles and crocodiles. Or, evolution of birds and m.ammals before and through age 
of Reptiles. 
Birds. Three Weeks. Essential Topics. 

1. Recognition of common forms, 25 in spring work and 15 in fall work; field 

obser\'ation, construction of nest boxes, shelters, etc. 

2. Economics of various wild types, graminivorous, insectivorous, etc. 

3. External and internal morphology as adapted to flight; skeleton, muscula- 

ture, and respiration. 
Optional Topics. 

1. Migration; times and methods. 

2. Plumage; structure, molting, and uses. 

3. Formation of the egg and story of its development. 

4. Structure of the egg and utility of its form. 

5. Poultry (fowls and pigeons). Types and breeds can be used in school or 

visited. Home projects may be accredited and are highly advisable. 
Mammals. Four Weeks. 

1. RODENTS (rat or rabbit) may be used to show relation of teeth to diet, 
edibility, disposition, home, habits, death rate and birth rate. 

2. UNGULATES (cow, horse, sheep, or pig) illustrate methods of breeding and 
genetics, beasts of burden, sources of food, gregariousness and ease of domestication, 
means of defense, coloration, etc. Families may be discussed as for sponges. 

3. CARNIVORA. Terrestrial and aquatic types, with families and examples 
may be stressed for adaptation, ecology, and natural history. A dog show conducted 
in the laboratory serves to add interest to the course and to exemplify types and 
breeds and natural history. 

4. PRIMATES. By use of texts and reference books types are studied, with 
prehistoric man and the factors contributing to his development and supremacy. 
Geographic distribution of races. 

5. THE MINOR ORDERS may be studied briefly. 

The above studies of mammals should be illustrated by as many living and 
mounted specimens as can be secured; by skeletons, skulls, and teeth; by pelts or 
manufactured products; by lantern slides, magazine articles, bulletins, and reference 
books. Regional maps showing the wild forms known to be within the school dis- 
trict may be made and records of observations kept, as for birds. A cream separator 
can be borrowed or visited. A Babcock test secured and butter churned in a cream 



28 

whip and samples passed through class on soda crackers. Considerable field work 
can be done as individual projects or class trips; muskrat lodges, beaver meadows, 
m.ouse tunnels beneath the snow, tracks, and burrows are legitimate material, as well 
as local dairies and creameries. 

5. BUSINESS LAW. 

The amount of business law which is accepted is indicated by the ground covered 
in any of the ordinary text-books on the subject, such as Spencer's Elements of Com- 
mercial Law, Burdick's Business Law, and Wliite's Elements of Commercial Law. 

6. CHEMISTRY. 

The instruction must include both text-book and laboratory work. The wck 
should be so arranged that at least one-half of the time shall be given to the laboratory. 
The course as it is given in the best high schools in one year will satisfy the require- 
m.ents of the University for the one unit for admission. The laboratory notes, 
bearing the teacher's indorsement, must be presented as evidence of the actual labora- 
tory work accomplished. Candidates for admission may be required to demonstrate 
their ability by laboratory tests. 

Following is a revised copy of an "Outline of Experimental Work 
in Chemistry ' ' as reported to the High School Conference November 24, 
1911: 

1. Physical and Chemical Changes. 
The experiments suggested in any of the manuals in the reference list, or in the 
text used. 

2. The Production of Chemical Changes. 

a. Heat. Heat sugar in an evaporating dish. 

b. Electricity. Electro-plating with copper. (Instructor). 

c. Light. Expose blue print paper to light. 

d. Trituration. Rub together mercury and iodine in a mortar. 

e. Solution. (1) Mix baking soda and tartaric acid, both dry. 

(2) Dissolve baking soda and tartaric acid separately in water and 
then mix the solutions. 

3. Mixture and Compounds. 

4. Oxygen, 

a. Preparation of oxygen. 

(1) By heating mercuric oxide. 

(2) By heating mixture of potassium chlorate and manganese dioxide. 

b. Properties of oxygen. 

Color, taste, sm.ell. 

c. Chemical behavior. 

(1) At ordinary temperature on charcoal, sulphur and phosphorus. 

(2) At higher temperature on charcoal, sulphur, phosphorus, iron 

wire or watch spring. 

(3) Oxidation of all types. 



29 

(4) Combustion. 

(5) Role of oxygen in life. 

(6) Ozone. 

d. Weight of a liter of oxygen. (Instructor). 

e. Chemical Equations "begun." 

5. Hydrogen. 

a. Preparation of hydrogen. 

(1) By electrolysis (Instructor) 

(2) By action of sodium on water. 

(3) By action of zinc and iron on dilute hydrochloric and sulphuric 

acids. 

(4) By action of zinc and iron on acetic acid. (Instructor) 

b. Properties. 

(1) Color, odor, taste. 

(2) Weight as compared with air. Leave bottle of hydrogen un- 

covered. Pour hydrogen upward from one vessel to another. 
(Fill soap bubbles or small toy balloons with hydrogen). 
(Instructor). 

(3) Diffusion. Occlusion. 

0. Kinetic theory of gases reviewed and extended, 
d. Chemical behavior. 

Burning of hydrogen ; heat of flame; color of flame. 

6. Water. 

a. Occurrence of water in wood. 

b. Hydrates. 

(1) Heat crystals of copper sulphate ; when white, treat with drop of 

water — Taste? Solubihty? 

(2) Heat alum on iron plate as in (1). 

(3) (a) Treat washing soda crystals as in (1) 

(b) Exhibit and interpret crystals of various substances that 
are partially dehydrated. (Instructor). 

c. Efflorescence of sodium sulphate. 

d. Deliquescence of calcium chloride. 

e. Vapor tension reviewed or taught and then expanded to include gases, 

liquids, and solids. 

f. Vapor tension of gum camphor and moth balls used in explaining their 

uses. 

g. Decomposition of water by electric current. Reviewed. See VL. (1) 
h. Displacement of hydrogen from water by iron. 

i. Synthesis of water by means of eudiometer. (Instructor) 

j. Synthesis of water by means of hydrogen and copper oxide. (Instructor) 

k. Distillation of water. (Instructor) 

1. Simple tests for impurities in water. 



30 

(1) Organic matter. 

(2) Chlorides. 

(3) Carbonates and bicarbonates. 

(4) Calcium compounds. 

(5) Sulphates. 

m. The testing of water for industrial, sanitary, domestic, etc., purposes, 
n. Solutions. 

(1) Molecular theory^ of solutions. 
Kinetic theory further extended. 

(2) Physical equilibria^ of the gaseous liquid and solid states of 

a substance. 

7. Chlorine. 

a. Preparation. 

(1) Making chlorine by means of hydrochloric acid and manganese 
dioxide. 

b. Properties of chlorine. 

c. Chemical behavior of chlorine. 

d. Bleaching. Commercial uses of bleaching. Commercial manufacture of 

bleaching powder. 

e. Commercial manufacture of chlorine by the Deacon process. Liquid 

chlorine. Catalytic Actions. Action of Manganese Dioxide 
and Potassium Chlorate Reviewed. Action of Powdered Glass 
or Sand KClOg. 

f. (1) Dry steam and chlorine when heated yield hydrochloric acid and 

oxygen, thus 2C1 plus HjO equals 2HC1 plus O. 
(2) Hot gaseous 2HC1 and oxygen yield water and chlorine thus: 
2HC1 plus O equals HaO plus CI. 
(1) and (2) are reversible reactions. 

g. Chemical equiUbrium developed. 

8. Hydrochloric Acid. 

a. Preparation of hydrochloric acid from sodium chloride and sulphuric acid 

b. Properties of hydrochloric acid. 

c. Chemical behavior of hydrochloric acid. 

d. Commercial manufacture of hydrochloric acid. 

*9. Fluorine. 

*10. Hydrofluoric Acid. 

a. Preparation from calcium fluoride. Properties. 

b. Etching of glass. 

*11. Bromine. 
Preparation from potassium bromide. 
Study of properties. 



iSee especially "General Chemistry" by Alexander Smith; Chaps, IX & X. 
2 General Chemistry by Alexander Smith, pp. 115 to 127; also McFarland's Principles of 
Chemistry, pp. 144-154, and Richard's Industrial Water Analysis Notes for Engineers. 



31 

*12. Hydrobromic Acid. 
Action of sulphuric acid on potassium bromide. 

*13. Iodine. 

a. Preparation from potassium iodide. 

b. Properties. 

Solubility in water, alcohol, potassium iodide solution and carbon 
disulphide. 

c. Tinctures. Manufacture and use. 

d. Effect on starch paste. 

e. Displacement of iodine from potassium iodide by means of chlorine and 

bromine. 

*14. Hydriodic Acid. 
Action of sulphuric acid on potassium iodide. 

15. Acids Bases and Salts. Ionization, 
Effects of ionogens upon the boiling point and freezing point. Upon 

osmotic pressure. Molecular weight. Use of theory in calculations. 
Modem methods of making water analyses. 

a. Test distilled water: (1) as to taste, (2) action on Utmus, (3) conduc- 

tivity. 

b. Repeat 1, 2, 3 of a, using solution of sodium hydroxid (Caustic soda). 

Try its solution effect on solution of ferric chlorid. A substance which 
in solution has such action is called a BASE. 

c. Repeat 1, 2, 3 of a, using solution of hydrogen chlorid (Hydrochloric 

acid). Try its action on baking soda. A substance whose solution 
gives such effects is an A CID. 

d. To 5cc. sodium hydroxid solution add hydrochloric acid drop by drop 

with constant stirring tiU a strip of litmus suspended in the solution 
is just violet in color. Evaporate to dryness, moisten with water and 
dry again. Repeat b and c using solution of this solid. Such a sub- 
stance is a SALT and the process by which it is obtained is NEU- 
TRALIZATION. 

16. Valence. 

17. Knowledge of Chemical Equations extended. 

18. Neutralization. 

19. Law of Definite Proportions. 

20. Law of Multiple Proportions. 

21. Law of Equivalent Proportions. 

22. Avogadros Hypothesis. 

23. The Atmosphere. 

a. Proportion of oxygen and nitrogen by the phosphorus method. 

b. Proportion of O and N by the pyrogaUic acid method. 

c. Presence of water vapor by means of calcium chloride. 



32 

d. Presence of carbon dioxide by means of lime water. Ventilation. Re- 

cent researches on effect of COj. 

e. Weight of liter of air. (Instructor) 

f . Dust in the air. 

g. Atmospheric pressure, 
h. Humidity and health. 

i. Biology and physiography of the air, touching especially c, d, f, and h. 
*j. The rare elements of the atmosphere. Argon, helium. 

For several good experiments, see various H. S. manuals in Physiography, 
krypton, neon, xenon, 
k. Liquid Air, Low temperatures. Commercial preparation of liquid oxygen. 
1. Study of the element, nitrogen. 

24. Ammonia. 

a. Preparation of ammonia: — 

By means of ammonia chloride and calcium hydroxide. 

b. Properties. 

c. Chemical behavior. 

d. Artificial refrigeration. 

(1) Freeze water surrounding a test tube containing ether which is 

vaporized by pumping through the same a stream of air by 
means of a bicycle pump. 
Effects of the reduction of pressure upon a gas reviewed and 
expanded. Critical temperature and pressure. 

(2) Evaporate ether in a watch glass immersed in water by placing 

same under receiver of an air pump and exhausting the air. 

25. Nitric Acid. 

a. Preparation of nitric acid from sodium nitrate. 

b. Chemical behavior of nitric acid. 

c. Solubility of nitrates. 

d. Reduction of nitric acid by means of nascent hydrogen and formation 

of ammonia. 

e. The manufacture of nitric acid and nitrates by means of electricity. 

26. Nitrification. 
Soil bacteria. Commercial methods in use. 

27. Oxides of Nitrogen. 
*a. (1) Preparation of nitrous oxide ammonium nitrate. Properties of 
nitrous oxide. (Instructor) 
(2) The production of anaesthesia. Modern methods in use in surgery 
and dentistry. 

b. Preparation of nitric oxides by means of copper and nitric acid. Prop- 

erties of nitric oxide. 

c. (1) Preparation of nitrogen peroxide from nitric oxide by contact with 

air. 



33 

(2) Formation of NO2 from NO by contact with the air at ordinary 
temperatures. The formation of N2O4 from NOj at lower tem- 
peratures. Conditions of dissociation. Equihbrium equations. 

28. Phosphorus. 

a. Examination and comparison of waxy phosphorus and red phosphorus. 

b. Action of phosphorus and iodine. 

c. Preparation of phosphine. (Instructor) 

29. Arsenic. 

a. Examination of the element. Examination of arsenic trioxide. 

Reduction of arsenic trioxide. 

b. Preparation of arsine and decomposition by heat. 

Marsh's test for arsenic. 

c. Insecticides and fungicides. 

*30. Antimony. 

a. Properties. 

b. Preparation of stibing. Comparison with arsine. 

*31. Bismuth. 

a. Properties. 

b. Periodic Grouping Discussed. See references under Periodic Law. 

32. Sulphur. 

a. Properties. 

(1) Examinations of roll sulphur. 

(2) Preparation and examination of amorphous sulphur by distillation 

of sulphur and condensing in a beaker of cold water. 

(3) Preparation and examination of monoclinic sulphur by cooling 

molten sulphur in a crucible. 

(4) Preparation and examination of rhombic crystals of sulphur by 

decomposition from carbon disulphide solution. (Instructor) 

b. Chemical behavior of sulphur. Action of heated sulphur upon iron fihngs 

and copper foil. Formation of sulphur dioxide by burning. 

33. Hydrogen Sulphide. 

a. Preparation from ferrous sulphide. 

b. Properties: SolubiUty in water, combustion. Use of hydrogen sulphide 

as a precipitant of metals from solution. 

34. Sulphur Dioxide, 
a. P'"eparation. 

(1) By burning sulphur. 

(2) By action of copper upon sulphuric acid. (Instructor) 

(3) By action of sulphuric acid upon sodium sulphite. 

Properties: Color, odor, solubility in water, action of solution toward 
litmus, bleaching power. 



34 

*3S. Sulphur Trioxide. 
Preparation by passing sulphur dioxide and air over platinized asbestos. 
(Instructor) 

36. Sulphuric Acid. 
a. Preparation from sulphur trioxide. (Instructor) 
*b. Preparation by lead chamber process. (Instructor) 

c. Commercial manufacture of sulphuric acid by the contact process. 

Catalytic action reviewed and expanded. 

d. Properties of sulphuric acid. 

*37. Additional Theory. 

a. Molecular masses. 

(1) Vapor density methods. 

(2) Osmotic pressure methods. 

(3) Boiling point and freezing point methods. 

b. Atomic masses. 

(1) Exact atomic masses. 

(2) Law of Dulong and Petit. 

(3) Determination of formula of a compound. 

c. Laws of Simple and multiple Volumes. 

d. Thermochemistry. 

(1) Law of Dulong and Petit reviewed. 

(2) Definition of units. 

(3) Heat of formation. 

(4) Heat of reaction. 

(5) Typical exothermic and endothermic reactions. 

38. Carbon. 

a. Use of charcoal or boneblack as filters. 

b. Action of oxygen upon heated carbon; showing the formation of carbon 

dioxide by its action on Ume water. 

c. Reduction of copper oxide by means of charcoal. 

39. Carbon Dioxide. 

a. Show presence of carbon dioxide in breath by means of lime water. 

b. Liberation of carbon dioxide from carbonates by means of acids. 

c. Properties of carbon dioxide: 

Color, odor, taste, weight as compared with air, eflfect upon flame or 
spark, action of carbon dioxide upon caustic potash or lime water. 
Show how presence of carbon dioxide in water causes calcium car- 
bonate to dissolve. 

d. Decomposition of carbon dioxide by burning magnesium. 

e. Oxidation of powdered charcoal by means of potassium nitrate. 

40. Carbon Monoxide. 

a. Preparation of carbon monoxide from oxalic acid. 

b. Properties: Burning carbon monoxide. Reduction of copper oxide by 

carbon monoxide. 



35 

44. Additional Compounds of Carbon. 

a. Acetylene, etc. 

b. Soaps. 

c. Alcohols. 

41. Study of Flames. 

a. Flame produced by jet of illuminating gas in atmosphere of air or oxygen. 

(Flame produced by jet of oxygen in atmosphere of illuminating gas. 
Instructor) 

b. Kindling temperature of gases. (Instructor) 

(1) Try lighting gas by means of hot wire estimating kindling tem- 

perature by shade of wire which will ignite flame. 

(2) Cooling efifect of wire gauze on burning gas. 
Application to safety lamp. 

c. Structure of flame. Reduction of oxides and oxidation of metals by 

means of blow pipe. 

*42. Boron. 
Preparation of boric acid from borax. Flame test. Borax beads. 

43. Silicon. 

a. Preparation of silicic acid. Water glass. 

b. The manufacture of glass. The kinds of glass. 

c. The manufacture of carborundum. 

*44. Lithium. 
45. Sodium. 

a. Examination of piece of sodium, action of air upon it, action of sodium 

upon water reviewed. 

b. Electrolytic preparation of sodium hydroxide. 

c. The commercial manufacture of sodium carbonate and sodium bi-car 

bonate. Uses in the arts and in daily life. 

d. Sodium in agriculture. 

e. Sodium amalgam. 

46. Potassium. 

a. Examination of piece of potassium; action of air upon it; action of po- 

tassium upon water. (Instructor) 

b. Extraction of potassium carbonate from wood ashes. 

c. Manufacture of potassium hydroxide from potassium carbonate. 

d. Potassium in the industries and in daily life. 

e. The manufacture, of fertilizers by electrical methods. 

47. Ammonium. 

a. Preparation of amm.onium amalgam from sodium amalgam and am- 

monium chloride. 

b. Theories of classification of ammonium based upon experimental evi- 

dence in (a) and in references cited. 



36 

48. Test for Alkali Metals. 

a. Action of alkalies on ammonium salts reviewed. 

b. Detection of members of alkali group by means of flame tests. 

49. The Periodic Law. Study of Curves. Their Significance. Recent Investi- 
gations. 
References: Newth's Inorganic Chemistry; Alex Smith's General Chemistry; 
Remsen's College Chemistry; Hessler & Smith's Essentials of 
Chemistry; Dobbin & Walker's Chemical Theory; Venable's 
Rise and Development of the Periodic Law; MendelejeflE's 
Principles of Chemistry; Science — ^June 29, 1900, July 6, 
1900, Nov. 10, 1911. 

50. Calcium Group. 

a. Preparation of calcium chloride from limestone. 

b. Preparation of lime from limestone. 

c. Slaking lime — manufacture of lime water; use of lime water to detect 

carbon dioxide. 

d. Manufacture of Plaster of Paris from Gypsum; uses of Plaster of Paris. 

e. Preparation of Calcium Carbide. 

f . Cements. The cement industry. Mortar. 

g. Test for calcium by formation of calcium oxalate in solutions, 
h. Flame reactions of barium, strontium and calcium. 

i. Comparison of the elements of the calcium group and their compounds. 

51. Magnesium. 

a. Examination of magnesium. 

b. Burning of magnesium. 

c. Citrate of magnesium. Uses. 

d. Commercial uses illustrated in face powder, pipe covering, electric fuses, 

etc. 

e. Test of magnesium. 

f . Preparation of compounds of magnesium from magnesite. 

52. Zinc. 

a. Examination of zinc. 

b. Action under blow pipe. 

c. Study of paints. 

d. Action with acids reviewed. 

e. The formation of zincates. Explained by ionic theory. 

53. Copper. 

a. Examination of copper. 

b. Action with acids. 

c. The preparation of copper nitrate. 

d. Displacement of copper from its compounds by zinc and iron. 

e. Precipitation of copper sulphide by means of hydrogen sulphide. 

f . The refining of copper by electrolytic deposition. 



37 

g. Oxidized copper. 

h. Alloys. 

i. Hydrates. 

j. Flame tests. 

k. Cuprous compounds. 

1. Insecticides and fungicides. 

54. Mercury. 

a. Examination of mercury. 

b. Action with acids. 

c. Mercurious and mercuric compounds. 

d. Amalgams. Use in electrical work. 

e. Preparation of Nessler's solution by the student. Uses. 

55. Silver. 

a. Examination of silver. 

b. Preparation of silver nitrate from a ten cent piece. 

c. Formation of silver chloride in solution. Action of light upon haloger 

compounds of silver. Photography. 

d. Reduction of silver chloride by means of zinc and dilute sulphuric acid. 

e. Action of silver under blow pipe. 

f . Common industrial processes for the preparation of silver. 

56. Aluminum. 

a. Study of aluminum. 

b. Action with acids and alkalies. 

c. Precipitation of aluminum hydroxide. Sodium aluminate. 

d. Testing of alums for ammonium and potassium. 

e. Make alum from clay. 

f. Mordants and lakes. Dyeing. 

g. Electrolytic preparation of aluminum. 
h. The ceramic industries. 

i. Domestic uses of the metal. 

j. The glass industry reviewed and additional processes studied. 

k. Ceramics. 

57. Lead. 

a. Examination of lead. 

b. Action with acids. 

c. Action under blow pipe. 

d. Action of nitric acid on red lead (minium). Action of red lead under 

blow pipe. 

e. A comparative study of the oxides of lead. 

f. A study of the carbonate in paints. 

g. Ionic studies of lead. 

(1) In storage batteries. 

(2) Action of water on lead pipes. Pitting of boilers. 

(3) Electrolytic action on pipes, 
h. Optional. The paint industry. 



38 

58. Tin. 

a. Examination of tin. 

b. Action with acids. 

c. Reduction of mercuric chloride by stannous chloride. 

d. Tin salts as mordants. Lakes. 

59. Iron. 

a. Examination of iron. 

b. Action of iron with acids. 

c. Change of ferrous compounds to ferric compounds and conversely. 

d. Commercial methods of preventing corrosion. Bower's BarflE process. 

e. The industrial preparation of iron. Vanadium steel. Tungsten steel. 

*60. Manganese. 
Reduction of potassium permanganate by means of ferrous sulphate. 

*61. Chromium. 

a. Action of acids on chromates and alkalies on dichromates. 

b. Use of chromium compounds in dyeing. 

c. Pigments. 

*62. Gold. 

a. Properties of gold. 

b. Action with acids. Solution in aqua regia. 

c. Test for gold. Reduction with stannous chloride and formation of purple 

of Cassius. 

Note. — For Household Chemistry the teacher is referred to University Bulletin No. 24 
(Feb. 9, 1914). 

7. CIVICS. 

It is believed that the high-school course in civics should deal 
fundamentally with the local social organization of institutional life 
and industries, with the general nature of a democracy, and with the 
duties and obligations of citizens in a democracy. 

This should be followed by a good brief treatment of the organiza- 
tion and character of government in the United States and a discussion 
of the meaning of the ballot as an obligation of citizenship. 

8. DOMESTIC SCIENCE. 

The University now accepts tv/o units of credit in domestic science. 
These two unit- m.ay be comprised of work as follows: 

(a) An equivalent of 180 hours of prepared work with at least two recitation 
periods a week in foods, (b) An equivalent of 180 hours of prepared work with 
at least one recitation period a week in clothing, (c) An equivalent of 180 hours 
of prepared work with at least two recitation periods a week on the home. (Two 
periods of laboratory work are considered equivalent to one period of prepared 
work.) Of the foregoing, (a) will be accepted as a unit's work; or two half 



39 

units from (a) and (b), or (a) and (c), or (b) and (c) will be accepted as a unit's 
work. The work is to be done by trained teachers with individual equipment, 
as determined by inspection. 

For a more detailed outline of courses see Syllabus of Domestic Science and 
Domestic Art for the High Schools of IlUnois (University Bulletin No. 24, Feb. 
1914). This is the syllabus revised and adopted by the Domestic Science Section 
of the High School Conference November, 1910, and is the approved basis for 
accrediting high-school work in this department. 

9. DRAWING. 

Free-hand or mechanical drawing, or both. Plates or drawing 
books must be presented where entrance is on examination. The num- 
ber of credits allowed depends on the quantity and quality of work 
done. 

A. Free-hand. 

\^ Following is a course in outline for free-hand drawing as ap- 
proved by the Manual Arts Section of the High School Conference, 
November, 1910: 

Basis for credit— 1 Unit — 240 Hours. 

Approximately one-third of the time should be given to representative draw- 
ing ;and ,.two-thirds to decorative composition, design, constructive design and 
crafts_,work. 

First Year 

1. Pictorial — 

Plant Study — Flowers, sprays of leaves, seed pods, etc., in full values of 

light, shade and color. 
Object Study — Furniture, interiors, etc. Perspective, scientific apparatus, 

vase forms, common objects. 
Mediums — Pencil, charcoal, colored crayons, water color, pen and ink. 

2. Decorative Composition — Two values. 

Plant forms, object study. 

Plant analysis (for purposes of design.) 

Mediums — Pencil, brush, ink, charcoal. 

3. Design — (Space divisions, conventionalized plant forms.) 

Decorative units, borders, surfaces, illustrating balance and rhythm. 
Arrangements of straight lines (tile designs). 

Collection of insect and plant forms to be used as motives for design. 
Mediums — Pencil, brush, ink, water color, charcoal. 

4. Constructive Design — 

Designs for tiles, candlesticks, tea caddies, nut bowls. 
Decorations inlaid and incised. 

5. Craft- 

Pottery, to be finished in biscuit or glaze. 



40 

6. Lecture Course — 

UtiKty — Practical talks on the fitness for service and beauty of decoration 
in the common objects for home use. Streets attractive and ugly. 

Beauty — Study of Greek life — spirit of the people — vase forms, their pro- 
portion and decoration. 

Second Year 

1. Pictorial — 

Plant Study — Still hfe- — -Landscape — Pose — Scientific Apparatus. 
Mediums — Pencil, charcoal, brush and ink, colored crayons, water color. 

2. Decorative Composition— Three values. 

Plant Study — Landscape — Pose — Scientific Apparatus, used for decorative 

effects in covers, etc. 
Plant analysis — (For purposes of design.) 

3. Design — (Conventionalized plant forms.) 

Intensity scales. 
Color balance. 

Decorative arrangements for wall papers, etc. 

Conjugated arrangements of lines, straight and curved, in borders, cor- 
ners, surfaces, repeats. 
Color schemes for interior decoration. 
Lettering and illuminating. 

4. Constructive Design- 

Designs for mats, card cases, pocket books, book covers, large table or 
lamp mats. 

5. Craft- 

Embossed leather, ooze leather, colored. 
Mediums— Oil colors and gasoline. Easy dye. 

6. Lecture Course- 

Utility and beauty: Interior decoration, wall decoration and spacing. 
Arrangement of furniture for center of interest and harmony of effect. 
History: Historic Ornament, Egyptian, Greek, Roman, Moorish, Byzantine, 
Gothic, Renaissance. 

Third Year 

1. Pictorial- 

Plant study— Cast drawing in three toneS' — Still life— (Reference to Col- 
lege requirements.) 
Post drawing — Landscape. 
Mediums- — -Pencil, water color, charcoal, 

2. Decorative Composition — 

Plant forms — Pose — Landscape. 
Mediums— Ink, water color, charcoal. 

3. Design — 

Accidental confusion of colors brought into harmony. 

Study of Japanese prints. 

Schemes of color for interior decoration. 

Plans for a school park or play ground. 



41 

4. Constructive Design — • 

Designs for a belt buckle, watch fob, ink pot, lantern. 

5. Craft- 

Copper, etched or decorated with enameling. 

6. Lecture Course — 

Utility and beauty; Discussion of landscape and civic architecture of the 

immediate neighborhood. 
History: History of Painting; Italian, Spanish, Dutch, Flemish. 

Fourth Year 

1. Pictorial — 

Antique casts — Composition from famous masters. 
Pose Drawing — Landscape. 
Mediums — ^\\''ater color, charcoal. 

2. Decorative Composition — 

Landscape. 

Mediums— Water color, charcoal. 

3. Design — 

Color harmony by interchange. 

Colors of semi-precious stones and their use in design. 

Rythmic measures and proportions in Architecture. 

Planning of the rooms of a housa with samples of curtains, carpets, wall 

papers if possible. 
Medium — Designers' Colors, pencil, pen and ink, water colors. 

4. Constructive Design — 

Designs for scarf pins, rings, cuff links, etc. 

5. Craft- 

Silver with simple pierced decorations and semi-precious stones. 

6. Lecture Course — 

Utility and Beauty: Handicrafts of the present century. 

History: History of Painting; German, French, English and American. 

Ethics: Imitation in furniture, etc. What principles are involved in the 

present craftsman movement. 

Note. — Instrumental drawing to be given as needed to meet requirments of practical desigrning 
and construction. Book binding, furniture construction, wood block printing (decorative composition 
in landscape, figure study, plant study, etc.') may be substituted for one year of any craft. Stenciling 
to be given in connection with design if there is sufficient time. 

B. Mechanical Drawing. 

A half unit of this is required as part of the first unit in manual 
training. Where a school can properly equip for it, and employs a 
suitable teacher, it is desirable that at least an additional unit be offered 
in this department. The demand for good draughtsmen is very strong 
and is likely to continue so. 



42 

10. ECONOMICS. 

The principles of economics, with economic history, as given in any 
good elementary text -book. 

This subject has been made the basis of special study by a com- 
mittee of the Commercial Section of the High School Conference. 
The following syllabus was adopted by that Section in 1916: 

I. Some dominant characteristics of the present economic order. 

A. The nature of Economics as a Social science. 

B. The creation of wants. Human needs. 

C. Cost of marginal utility. 

D. The principle of cooperation. 

II. Production. 

A. The factors of production. 



1. 


Land. 




a. The point of diminishing returns. 




b. Forces affecting the law of diminishing returns. 


2. 


Labor. 




a. Population vs. Land. 




b. The Malthusian theory. 




c. The kinds of division of labor. 


3. 


Capital. 




a. Capital and non-capital goods. 




b. The creation of capital. 




c. Corporation capital. 




d. Large and small scale production. 




e. The entrepreneur's function one of capital. 


III. Exchange. 


A. Value. 



1. Supply and demand. 

2. Normal price under fair competition. 

3. Monopoly value. 

4. The law of Monopoly. 

B. Money. 

1. Standards of value. 

2. Bimetallism. 

3. The gold standard, 

4. Fiat money. 

5. Ms. forms of money. 

6. The movement of money. 

C. Banking. 

1. Banking institutions: Bank credit; discounts; reserves. 

2. State and National banking laws. 

3. Federal Reserve Bank. 



43 

D. International Trade. 

1. Nature of; advantages of — 

2. The balance of trade — how "favorable". 

3. International trade restrictions. 

a. The revenue tariff. 

b. The protective principle. 

c. Recent tariff history. 

IV. Distribution. 

A. General Considerations. 

1. Relation of income to the three factors of production. 

2. The difference between real and money income. 

3. Classes of income. 

B. Rent. 

1. Rent vs. Interest. 

2. Rent under uniform intensity of cultivation. 

3. Rent under actual conditions. 

4. The capitalization of rent. 

5. The law of diminishing returns as applied to rent. 

6. The unearned increment. Present methods of taxing unearned 

increments. 

C. The Wages of Labor. 

1. Demand and supply. 

2. The effect of labor saving machinery on demand. 

3. The subsistence theory of wages. 

4. Supply of labor in different occupations. 

5. The wage contract. (Eight hour day, classes of labor, etc.) 

6. Problems of Labor organizations. 

a. Collective bargaining. 

b. Economic justification of labor organizations. 

c. Contracting types of labor organizations. 

d. Arbitration. 

1. voluntary. 

2. compulsory. 

e. Labor legislation. 

f . Immigration and the labor problems. 

D. Interest. 

1. Why interest can be paid. Time values. 

2. The investment and replacement of capital. 

3. The rate of interest. Gross and net interest. 

E. Profits. 

1. The wages of the entrepreneur. 

2. Gains of bargaining. 

3. Gains of non-competition, monopoly gains. 

V. Public Finance. 
A. Revenues. 



44 

1. Taxation. 

a. General characteristics. 

1. The equity of taxation. 

2. Direct and indirect taxes. 

b. Kinds. 

1. Customs duties. 

2. Internal revenues. 

3. General property tax, — ^inheritance, corporation, etc. 

4. Income tax. 

2. Minor sources of revenue. War tax, license, fines, etc. 
B. Expenditures. 

1. Justification of increase. 

2. Waste in Expenditures. 

Useless offices, Harbors and Rivers Bill, etc. 

VI. Social Reforms, or Economic Functions of Government. 

1. The conservation of National resources. 

2. The problem of monopolies. 

3. Transportation. 

4. Socialism. 

5. The single tax. 

6. Labor arbitration. 
Note: This may be shortened. 

VII. A History of the Early Economic System. 

1. Ancient economic ideas. 

2. Economic ideas of middle ages. 

3. Adam Smith and the classical school. 

4. The growth of the historical school. 

5. Early American economists. 

6. Present trend of economic thought. 
Note: This may come before section II. 

Proposed texts suitable for high school economics 

E. J. Bullock: Introduction to the Study of Economics. Silver, Burdett 
and Company. 

J. L. LaughUn: The Elements of Political Economy. American Book 
Company. 

Burch and Nearing: Elements of Economics. MacmiUan. 

Ely and Wicker: Elementary Principles of Economics. 

Suggested readings and texts for supplementary material 

VanHise: The Conservation of Natural Resources. 

Jenks: The Trust Problem. 

Johnson: American Railway Transportation. 

Henry George: Single Tax. 

Sparzo, J. : Elements of Socialism. 



45 

Suggested works for use of teachers 
F. M. Taylor: Principles of Economics, Published by the University of 
Michigan. 

Chapters 8, 9, and 10 on Price Determination. 
Chapters 2 and 3 on Production. 
Ely: Outlines of Economics. Macmillan. 

Hamilton, W. H.: Current Economic Problems, University of Chicago 
Press. 

Gide and Rist: History of Economic Doctrines. D. C. Heath and Company. 

11. ENGLISH COMPOSITION AND RHETORIC. 

Correct spelling, capitaHzation, punctuation, paragraphing, idiom, and defini- 
tion; the elements of rhetoric. The candidate will be required to write two para- 
graphs of about one hundred fifty words each to test his abiUty to use the English 
language. This work counts for one unit. 

12. ENGLISH LITERATURE. 

(a) Each candidate is expected to have read certain assigned literary mas- 
terpieces, and will be subjected to such an examination as will determine whether 
or not he has done so. With a view to a large freedom of choice, the books pro- 
vided for reading are arranged in the following groups, from which at least ten 
units are to be selected, two from each group. Each unit is here set off by semi- 
colons. 

I. The Old Testament, comprising at least the chief narrative episodes in 
Genesis, Exodus, Joshua, Judges, Samuel, Kings, and Daniel, together with the 
books of Ruth and Esther; the Iliad, with the omission, if desired, of Books XI, 
XIII, XIV, XV, XVII, XXI; the Odyssey, with the omission, if desired, of Books 
I, II, III, IV, V, XV, XVI, XVII; Virgil's Aeneid. The IHad, the Odyssey, and 
the Aeneid should be read in English translations of recognized literary excellence. 

For any unit of this group a unit from any other group may be substituted. 

II. Shakespeare's Merchant of Venice; Midsummer Night's Dream; As 
You Like It; Twelfth Night; Henry the Fifth; JuUus Caesar. 

III. Defoe's Robinson Crusoe, Part I; Goldsmith's Vicar of Wakefield; 
Scott's Ivanhoe or Quentin Durward; Hawthorne's House of Seven Gables; 
Dickens' David Copperfield or Tale of Two Cities; Thackeray's Henry Esmond; 
Mrs. Gaskel's Cranford; George EUot's Silas Mamer; Stevenson's Treasure 
Island. 

IV. Bunyan's Pilgrim's Progress, Part I; The Sir Roger de Coverley 
Papers in the Spectator; Frankhn's Autobiography (condensed); Irving's Sketch 
Book; Macaulay's Essays on Lord Clive and Warren Hastings; Thackeray's 
English Humorists; selections from Lincoln, including the two Inaugurals, the 
Speeches in Independence Hall and at Gettysburg, the Last Public Address, and 
the Letter to Horace Greeley, with a brief memoir or estimate; Parkman's Oregon 
Trail; either Thoreau's Walden or selection from Huxley's Lay Sermons; Steven- 
son's Inland Voyage and Travels with a Donkey. 



46 

V. Palgrave's Golden Treasury (First Series), Books II and III, with 
especial attention to Dryden, Collins, Gray, Cowper, Burns; Gray's Elegy in a 
Country Churchyard and Goldsmith's Deserted Village; Coleridge's Ancient 
Mariner and Lowell's Vision of Sir Launfal; Scott's Lady of the Lake; Byron's 
Childe Harold, Canto IV, and Prisoner of Chillon; Palgrave's Golden Treasury 
(First Series), Book IV, with especial attention to Wordsworth, Keats, and Shelley; 
Foe's Raven, Longfellow's Courtship of Miles Standish, Whittier's Snow Bound; 
Macaulay's Lays of Ancient Rome and Arnold's Sohrab and Rustum; Tennyson's 
Gareth and Lynette, Lancelot and Elaine, The Passing of Arthur; Browning's 
Cavalier Tunes, The Lost Leader, How They Brought the Good News from Ghent 
to Aix, Home Thoughts from Abroad, Home Thoughts from the Sea, Incident of 
the French Camp, Herve Riel, Pheidippides, My Last Duchess, Up at a Villa — 
Down in the City. 

(b) In addition to the foregoing the candidate will be required to present 
a careful, systematic study, with supplementary reading, of the history of either 
English or American literature. 

(c) The candidate will be examined on the form and substance of certain 
books in addition to those named under (a). For 1918 the books wiU be selected 
from the list below. The examination will be of such a character as to require 
a minute study of each of the works named in order to pass it successfully. The 
list is: 

Shakespeare's Macbeth; Milton's Comus, L' Allegro, and II Penseroso; Burke's 
Speech on ConciUation with America, or Washington's Farewell Address and 
Webster's First Bunker Hill Oration; Macaulay's Life of Johnson, or Carlyle's 
Essays on Bums. 

The work outhned in (a), (b), and (c) counts for two units. 

(d) The three units in Enghsh composition, rhetoric, and literature, as de- 
scribed above, are required for all students. A fourth unit may be obtained for 
one fuU year's additional work in the study of English and American authors. 

Special Note. — Schools receiving pupils from elementary schools where the 
English training is very weak may be required to give four units of work for three units 
of credit. 

13. FRENCH. 

First year's work. — Elementary grammar, with the mora common irregular 
verbs. Careful training in pronunciation. About 100 pages of easy prose should 
be read. 

Second year's work. — ^Advanced grammar, with all the irregular verbs. Ele- 
mentary composition, and conversation. About 300 pages of modem French 
should be read. 

Third year's work. — Intermediate composition, and conversation. About SOD 
pages of standard authors should be read, including a few classics. 

Fourth year's work. — Advanced composition, and conversation. Standard 
modem and classical authors should be read and studied to the extent of 700 
pages. 



47 

14. GEOGRAPHY. 

A. Commercial Geography. 

The subject of geography is greatly neglected in our high schools. 
The commercial aspects of it should furnish an excellent cpportimity 
for laying the foundation for a mere intelligent study of economics. 
This coirrse might very properly precede the half year course in econo- 
mics where given. 

The amount and character of the work accepted in this subject is 
indicated by the scope of such books as Redway's Commercia' Geo- 
graphy, Adam's smaller book on the same subject, the text-books of 
Brigham, or Robinson, or Trotter's work. 

B. Physical Geography. 

The amount and character of the work required may be seen by referring to 
the texts of Gilbert and Brigham, or Davis; the recitations must be supplemented 
by at least an equal amount of time devoted to laboratory work. The laboratory 
exercises should follow one or more lines such as are indicated below. Each stu- 
dent should prepare a note-book showing what he has done. 

(a) Studies in mathematical geography in which map and scale only are 
used. These should embrace such topics as length of a degree in longitude in 
various latitudes; length and breadth of continents, etc., in degrees and miles; 
relative latitudes of places; distances between cities, etc., in degrees and miles; 
difference in length of parallels and meridians; problems in time; location of time 
belts, etc. 

(b) Studies of local topographic features which illustrate the various phases 
of stream work. Each study should include a drawing or topographic map of 
the object, and a full, clear description of the way in which it was formed. 

(c) Studies of glacial deposits as shown in terminal and ground moraines, 
kames, eskers, etc.; distribution of dark and light colored soils; occurrences of 
lakes, ponds, gravel beds, clay banks, and waterbearing strips of sand and gravel. 

(d) Studies of stream work as shown in the topographical sheets which may 
be obtained from the United States Geological Survey at a nominal cost. 

(e) Studies of the form, size, direction and rate of movement of high and 
low barometer areas, and the relation of these to direction of wind, character of 
cloud, distribution of heat, and amount of moisture in the air, as shown in the 
daily weather maps. Later these studies should lead to the making of weather 
maps from the data furnished by the daily papers, and to local prediction of weather 
changes based on the student's own observation. 

(f) Studies of the climate of various countries compared with our own, the 
necessary data being derived from such topographic, rainfall, wind, current, and 
temperature maps as are found in Sydow-Wagner's or Longman's atlases. 

Note. — For a good Physiography syllabus for the state of Illinois see Conference Proceedings for 
1913, pp. 174-197. See also Proceedings for 1917, pp. 192-222, for a syllabus of a second year course 
in High-School Geography. 



48 

15. GEOLOGY. 

The student must show famiKarity with the principles of dynamic and 
structural geology, and some acquaintance with the facts of historical geology 
as presented in Scott's Introduction to Geology, Brigham's Text-book of Geology, 
or an equivalent, together with at least an equal amount of time spent in labora- 
tory and field work. The laboratory work should follow one or more of the lines 
indicated below, and note-books should be presented showing the character and 
amount of work done, (a) Studies of natural phenomena occurring in the neigh- 
borhood which illustrates the principles of dynamic geology. Each study should 
include a careful drawing of the object and a written description of the way in 
which it was produced, (b) Studies of well-marked types of crystalline, metaf- 
morphic, and sedimentary rocks which will enable the student to recognize eaci 
type and state clearly the conditions under which it was formed, (c) Studies of 
minerals of economic value, including the characteristics of each, its origin, and 
the uses to which it is put. (d) Studies of the types of soil occurring in the neigh- 
borhood, including the origin of each and the cause of differences in appearance 
and fertihty. 

16. GERMAN. \ 

It is recommended that pupils be trained to understand spoken German and 
to reproduce freely in writing and orally what has been read. Whatever method 
of teaching is used, however, a thorough knowledge of grammar is expected. No 
attempt is made in what follows to give more than a general outline for the work 
of successive years, but the German department welcomes inquiries from teachers 
who wish further suggestions in the planning of courses. 

First year's work. — ^At the end of the year pupils should be able to read in- 
telligently and with accurate pronunciation simple German prose, to translate it 
into idiomatic English, and to answer in German easy questions on the passage 
read. A few short poems may well be memorized. Elementary grammar should 
be mastered up to the subjunctive as arranged in most books for beginners. Easy 
prose composition rather than the writing of forms will be the test of this gram- 
matical work in entrance examinations given by the University. 

Second year's work. — Only modern writers should be read, preference being 
given to material which has a distinctly German atmosphere and which lends 
itself readily to conversational treatment in the class room. The regular recita- 
tions should afford constant oral and written drill on the elementary grammar 
of the previous year. In addition, the beginner's book should be completed, but 
more importance is attached to accuracy and facility in simple modes of expres- 
sion than to a theoretical knowledge of advanced syntax. 

Third year's work. — Most of the time should be devoted to good modern 
prose. There should be some work in advanced prose composition — based on 
German models— and the daily recitations should continue to afford abundant 
oral practise. Pupils ought by this time to understand spoken German fairly well. 

Fourth year's work. — At the end of this year a pupil should be able to read 
at sight any prose or verse of moderate difl&culty. He should also be able to ex- 
press himself orally or in writing with considerable readiness and a high degree 



49 

of accuracy. It is recommended that work in composition take the form of free 
reproduction of portions of the texts studied rather than translation of English 
selections. The reading should be divided about equally between modern and 
classical authors. 

17. GREEK. 

First year's work. — The exercises in any of the beginning books, and one 
book of the Anabasis or its equivalent. 

Second year's work. — Two additional books of the Anabasis and three of 
Homer, or their equivalents, together with an amount of Greek prose composition 
equal to one exercise a week for one year. 

Third year's work. — Three additional books of the Iliad, three of the Odyssey, 
and Books VI, VII, VIII of Herodotus, or an equivalent from other authors. 

18. HISTORY. 

One, two, or three units may be presented, to be chosen from the following 
Hst: 

Ancient history to 800 A. D., one unit. 

Medieval and modern history, one unit. 

English history, one-half or one unit. 

American history, one-half or one unit. 

Examinations for entrance will be given in all these subjects. The exam- 
ination for each unit is intended to cover one full year of high-school work. 

The plan of including Ancient and IMedieval history in one year course and 
giving a full year to modern European history may be substituted for the first 
two units named above. 

19. LATIN. 

First year's work. — Such knowledge of inflections and syntax as is given 
in any good preparatory Latin book, together with the ability to read simple 
fables and stories. 

Second year's work. — Four books of Caesar's Gallic War, or its equivalent in 
Latin of equal difficulty; the ability to write simple Latin based on the text. 

Third year's work. — Six orations of Cicero; the ability to write simple Latin 
based on the text; the simpler historical references and the fundamental facts of 
Latin syntax. 

Fourth year's work. — Six books of Virgil's Aeneid, with history and m}i;h- 
ology; the scansion of hexameter verse. 

The reports of the committees of the High School Conference on First, Second, 
Third and Fourth Year Latin, as given in the Proceedings for 1911, 1913, 1914, 
and 1916 contain many helpful suggestions for high-school teachers of Latin. 

20. MANUAL TRAINING. 

The requirement for one unit is the equivalent of 360 forty-minute periods 
in manual training following the syllabus prepared by the manual-training section 
of the High School Conference. 



50 



Following is the conference recommendation approved as a basis 
for accrediting Manual Training: 



Outline of a One-Year Course in Woodworking for High Schools 

This course is intended to occupy 120 hours — ten 40-minute periods a week 
for 18 weeks, or five 40-minute periods a week for 36 weeks, and presupposes that 
pupils have taken a 60-hour course in the grammar school before entering. 



GROUP 
I — Review of the funda- 
mental tool processes 
taught in the grammar 
school. Saw, plane, 

chisel and laying out 
tools. Grooved joints 

and halving. 

II — More exact work in plan- 
ing to make a glue joint. 

Ill — Construction by means 
of mortise and tenon 
joint. 



IV — Construction involving 
the miter joint. 



V — Construction involving 
the dovetail joint. 



VI — Construction involving 
the panel. 



VII — Wood turning 

Note: — This group may 
be omitted or may be 
substituted for a part of 
V and VI. 



PROCESSES 
Measuring, squaring, gaug- 
ing, sawing, boring, chiseling, 
rules for sharpening tools, plan- 
ing cylinder, use of screws and 
nails, carving finishing. 



Planing joints, gluing, clamp- 
ing, surfacing, sand-papering. 

Laying out duplicate parts, 
cutting mortise, testing mor- 
tise, sawing tenon, gluing and 
clamping, scraping, finishing. 

Designing a frame for a given 
picture, planing parallel edges 
and sides in the construction 
of a miter-box, rabbeting, saw- 
ing the miter-box, laying out 
and cutting a brace. 

Laying out and cutting dove- 
tails, planing corners, inlaying, 
finishing. 

Planing, fitting, gluing, 
clamping, putting on hinges, 
finishing. 

Spindle turning cylinder, 
cone, convex curve, concave 
curve, compound curve; turn- 
ing on face-plate, chuck turn- 
ing, finishing and polishing in 
the lathe. 



PROBLEMS 
Bench-hook. 

Specimen of wood for museum 
Book-rack 
Nail-box 
Tool-box 
Towel-roller 

Drawing board 
Tee -square 

Taboret 

Book shelves involving keyed 

construction 
Stool 
Seat 

Framing a picture 
Bracket 



Tool-chest 

Treasure-box 

Box for drawing instruments 

Book slides 

Screen 
Cabinet 
Bookcase 
Desk 

Practice exercise 
Spool, Box with cover. 
Legs for a stool. Tray 
Indian clubs. Rosette. 
Tool handle, Mallet, 
Circular picture frame 



The other half-year, given preferably as a parallel course, but acceptable as 
preceding the woodwork, is a course in mechanical drawing, outlined as follows 
by the Conference: 



51 



GROUP 

I — Straight lines 
measurements, 
use of tee- 
square and 
triangles in 
drawing hor- 
izontal , ver- 
t i c a 1 and 
inclined lines. 
Use of ruling 
pen. Conven- 
tional 1 i n es . 
Freehand 
working 
sketches. 

II — Circles, use of 
compasses, use 
of center lines, 
cross hatching 
sections. 

Ill — T a n g e nts , 
finding centers 
and points of 
tangency. 

IV — Planes of y-o- 
jection — ;no- 
jecting to hor- 
izontal and 
vertical planes, 
revolution of 
planes con- 
struction geo- 
metric figures. 
V — Revolution of 
solids . 

(a) two views 
of object with 
sides parallel 
to planes of 
projection. 

(b) ditto, ob- 
ject tipped to 
a given angle 
with the hori- 
zontal plane 
(l'> ditto, ob- 
lect tipped to 
ei inng angle 
with the verti- 
cal plane. 

(d) ditto, ob- 
ject tipped to 
giving angles 
with both 
planes. 



PROBLEMS 

Rectangular frame 

triangular frame, 

trysquare. 

Bracket 

Box. 

Bench-hook 



Ring 

Circular picture 

frame 
Flower pot 
Cylinder head 
Circular box 
Torous, Gland, 
Crank, Face-plate, 
Bearing, Link 

Rectangular prism 
Octagonal prism 
Hexagonal prism 
Pentagonal pyramid 
Triangular pyramid 



Cube 
Cross 

Angle Block 
Square pyramid 
Rectangtilar prism 
Triangular prism 



RELATION TO 
OTHER SUB- 
JECTS 
Geometry — 

Straight line deter- 
mined by two points 
or one point and a 
direction. Division of 
right angle into halves 
and thirds. 



Geometry — 



Geometry — A tangent 
to a circle is perpen- 
dicular to a radius at 
the point of tangency. 
Geometry — 

Construction of hexa- 
gon, octagon and pen- 
tagon. 
Descriptive 

Geometry — revolution 
of planes and points. 



Descriptive 

Geometry — r e v o 1 ut i o n 

of solids. 



RELATION TO 
INDUSTRY 

Drafting — 

Practical methods of 
drawing straight lines 
and angles of 90°, 
60°, 30°, 45°. 
Woodworking. 



Woodlurning 



Manufacture of 
Engines and Ma- 
chinery. 

Drafting — Practical 
methods of construct- 
ing octagon and hexa- 
gon, having given a 
side or the diagonal 
or the diameter. 



Architectural and Eft' 
gineering Drafting. 



52 



GROUP 

VI — Developments 

(a) Prism 

(b) Cylinder 

(c) Pyramid 

(d) Cone 

VII — Intersections 

(a) centers in the 
same plane. 

(b) centers in dif- 
ferent planes. 

Vlll—Leitering 
Emphasis on 

(a) placing 

(b) form 

(c) slant 

(d) spacing 

(e) stroke . 

IX — Working 

Drawings 
Furniture 

X — Working 

Drawings 
Machine part 

XI — Building plan 
Floor plans and 
elevations or 
perspectives. 



PROBLEMS 

Prism cut by a 
plane. Cylinder cut 
by a plane. Pyramid 
cut by a plane. Fun- 
nel, pan. 

Cylinder cut by a 
prism. T-wo cylinders 
of different diameters 
intersecting. Sphere 
cut by a prism. 

Gothic alphabet and 
figures. 

Texts in freehand 
hairline, gothic, stump 
writing. 



Towel-roller 
table, stool, 
screen, cabinet 

Wrench, pulley coup- 
ling, pillow block. 



Summer cottage, rail- 
way station, small 
surburban house. 



RELATION TO 
OTHER SUB- 
JECTS 
A nalylic Geometry 

Construction of 
ellipse, plotting 
curves. 



A nalytic geometry 

Plotting curves. 



Design — study of 
composition. 



Woodworking. 



RELATION TO 
INDUSTRY 

Tins mithing — . 
Pattern drafting. 



Cornice-making — 

Patterns for inter- 
secting parts. 



Commerciai^designing, 
Drafting. 



Furniture designing and 
manufacturing. 



Machine tool work. Manufacture of Ma- 

chinery. 

Freehand drawing. Architecture 

Building. 



Suggested Treatment of Problems in Bench Work 



PROBLEM 
Bench-hook 



Specimen of wood 
for museum. 



Book-rack . 



RELATED 
DRAWING AND 
DESIGN 
Working drawing to 
be made, or working 
drawing given to work 
from. 

Working drawing. 



Design freehand the 
contour of end and 
base. Make design 
for ends. Make work- 
ing drawing to scale 
and full size drawing 
of end. Study of 

color of finish. 



RELATION TO 
OTHER SCHOOL 
SUBJECTS 
Botany. — Study of 
pine tree, how trees 
grow, sap wood and 
heart wood. 

Botany. — Study of se- 
lected trees, charac- 
teristics of different 
woods, classification of 
woods. 



RELATION TO 
INDUSTRY 

Lumbering. — Loggings 
sawing, seasoning. 



Manufacture of Nails.. 
— Process, sizes. 
Forestry. — Geograph- 
ical distribution of va- 
rieties, trees studied, 
tree planting. 

Furniture malting. — 
Selection of wood with 
reference to cost, case- 
in working, diorability, 
finishing. 

Manufacture of Sand~ 
paper. — How made» 
grades. 



53 



PROBLEM 

Towel-roller 

Drawing-board 



Tee Square 



Stool 



RELATED 

DRAWING AND 

DESIGN 

W or king dr awing 

(Design may be made 

for back and ends) 

Working drawing. 



Working drawing. 



Freehand Sketch con- 
structive design, fol- 
lowed by working draw- 
ing. 



RELATION TO 

OTHER SCHOOL 

SUBJECTS 

Geomelty. — To inscribe 

an octagon in a square. 



Botany. — Study of an- 
nular rings in wood. 



Botany. — Porous woods, 
and close-grained woods 
— ash and maple, for 
example. 

Botany. — Study of 
Medullary rays in 
wood. 



RELATION TO 
INDUSTRY 

Manufacture of screws. 
— How screws are made, 
kinds of screws, for 
wood, sizes. 

Cabinet making. — Se- 
lection and use of wood 
with reference to shrink- 
age and warping. 
Manufacture of Glue. — 
What glue comes from 
and how refined. 

Instrument Making. — 
Selection of woods for 
smoothness and for 
holding of shape. 

Millwork. — Quarter 
sawing. . 



For the second unit in manual training to be used for entrance credit, selection 
may be allowed as follows: 

1. Machine Drawing, — 120 or 240 hours. 

Wood Turning and Pattern Making, including principles of molding, 120 



2. 
hours. 
3. 
4. 
5. 



Wood Turning and Furniture and Cabinet Making, 120 or 240 hours. 

Forging, 120 hours. 

Machine Shop Practice, 120 or 240 hours. 
Any combination of the above groups may be made, provided at least 120 
hours of work are offered from each group. (For complete outline of the above 
courses, see Conference Proceedings, 1910, pp. 49-58.) 



21. MATHEMATICS. 

A. Algebra. 

Ftmdamental operations, factoring, fractions, simple equations, involution, 
evolution, radicals, quadratic equations and equations reducible to the quadratic 
form, surds, theory of exponents, and the analysis and solution of problems in- 
volving these. 

It is believed that the instruction in Algebra in oxir high schools 
wotild be greatly improved and unified if teachers of this subject 
generally would adopt the suggestions embodied in the following outline. 



54 

This syllabus was discussed and approved by the Mathematics Section 
of the High School Conlerencj of 1908 : 

Time and Place for Algebra in the High School Course 

The best division of subject matter with reference to time is to give: first, 
a year of elementary algebra (first course) so arranged as to enable the pupil to 
solve such problems as are within his comprehension and to arouse his interest 
in algebra as a tool for the solution of problems which are impossible, or very 
difficult, by unaided arithmetic means. To this end it is highly desirable to in- 
clude the treatment of quadratic equations and to omit much in the Une of ab- 
stract manipulations and formal proofs. This first course in algebra should be 
followed by one year of plane geometry, and the two together should constitute 
the minimum requirement in mathematics for a high school course. This should 
be followed by the elective work; one-half year of algebra (second course), in- 
tended to meet the need of those pupils who desire full preparation for college 
and comprising a more formal treatment of the principles employed in the first 
course, together with advanced chapters. This should come not earlier than the 
first half of the third year in the high school course. Then, if given at all in the 
curriculum, this should be followed by one-half year of solid geometry and one- 
half year of trigonometry. 

The early introduction of the quadratic equation in the first course enables 
the pupil to solve many concrete problems that appeal to him as worth while 
and this is certainly much more serviceable to the pupil who takes only the re- 
quired mathematics than the juggling with symbols which so often comprises a 
large part of the work of the first y ar. Furthermore, nothing seems lost to the 
pupil who continues algebra because of deferring the formal demonstrations and 
certain difficult topics and manipulations, to give time for the treatment of the 
quadratic equation. The study of plane geometry between the first and second 
courses in algebra affords a fruitful field for concrete algebraic problems, and 
serves to visualize the algebra, while the plane geometry is much more concrete 
to the average high school pupil than the more formal parts of the second course 
in algebra. 

Correlation Between Arithmetic and Algebra 

From the start in algebra the pupil should understand that each letter or 
combination of letters means a number. The frequent introduction of Arabic 
numerals for the letters tends to make algebra real to the high school pupil. It 
is undesirable to attempt to draw a sharp Une of distinction at any point between 
arithmetic and algebra. The two subjects should be closely correlated; that is, 
the operation of arithmetic should suggest the principles of algebra and each 
principle of algebra should be illustrated by numbers of the Arabic notation. 
All exercises involving letters should be interspersed with similar exercises involv- 
ing Arabic numbers. 



55 

Illustrations of multiplication: — 
45 40+ 5 40+ 5 4a + 5b 

23 20+ 3 20+ 3 2a + 3b 



135 120 + 15 800 + 100 Sa^ + lOab 

90 800 + 100 120 + 15 12ab + 15b2 



Problems of arithmetic such as, for example, those in percentage and inter- 
est, constitute a considerable body of applications for algebraic solution during 
the first year. To be more specific, let us consider the problem from arithmetic, 
of finding the simple interest on $900 at 4 per cent for 3 years. This is given in 
dollars by 

(900) (4) (3) 

=108 

100 

Next, let simple interest, principal, rate, and time in years be denoted by 
i, p, r, and t respectively. Then formula 

prt 

100 

appears as a generalization of the above simple numerical case, and should be 
made the basis of numerous problems. 

Syllabus of a First Course in Algebra. One Year 

The committee does not deem it desirable to dictate an order of topics. 
However, in presenting the following outline, it is our purpose to suggest such an 
arrangement as seems to give a natural development and one suited to the needs 
of the pupil, both in his everyday experience and in preparing him for the ele- 
mentary courses in applied science. 

An explanation and discussion of significant points under each group of topics 
in the outline follows immediately the group of topics. The numbering of groups 
in the outline and that of the discussions mutually correspond; for instance Id 
contains the discussion of topics marked 1, and 2d the discussion of topics marked 2. 

Outlines of topics: 

1. Arithmetic problems in addition and subtraction of numbers which have 
a common factor; removal and insertion of parentheses, literal notation, multi- 
plication and division of polynomials by monomials; problems leading to linear 
equations involving only positive integers; translating EngHsh sentences into 
equations and vice versa. 

1 d. The purpose here is to extend the operations of arithmetic to include positive numbers 
represented by letters and at once to introduce the solution of simple equations and problems. Frequent 
translation of English into algebraic language, and vice versa, emphasizes the value of the algebraic 
symbol. 

2. Negative numbers; addition, subtraction, multiplication and division 
extended to negative numbers; positive integral exponents; transposition in equa- 



56 

tions; solution of equations; verification of solutions by substitution; identities; 
simple simultaneous equations; graphs of simple equations; elimination by addi- 
tion and subtraction; exercises and problems interspersed. 

2 d. The introduction of negative numbers should be preceded by concrete illustrations to show 
their convenience. This can be done by reference to temperature below and above zero; credits and 
debits, bank deposits and withdrawals, north and south latitude, east and west longitude, opposite 
directions, etc. Problems yielding equations with negative solutions should next be introduced . 
showing need of such numbers in order to make possible the solution of the equation involved. In 
general, the solution should be regarded as incomplete until the result is verified. This is both a logical 
and a pedagogical requirement; furthermore, this affords a most valuable exercise in the manipulation 
of algebraic symbols. The interpretation of results is an important part of algebra which is too much 
neglected. It is useful to present some problems which lead to equations which are identical in form 
but whose solutions lead to very different interpretations. As simple illustrations, consider the follow- 
ing: 

a. A and B start from the same point to walk in opposite directions. At the end of one hour they 
are 8 miles apart, and A walks three miles farther per hour than B. How far does each of them walk? 

b. Discuss the problem of finding the score in a baseball game if the sum of the runs is 8 and the 
difference of the runs is 3. 

Both problems yield the equations: 

x + y = 8 
X — y = 4 
and X = ^, y = 2| 
satisfy these equations, but for probleni b the solution has no interpretation, while in problem a it has 
a very definite interpretation. 

The word transpose should not be used by the pupil in beginning the study of equations, but the 
process should be interpreted as the operation of addition or subtraction applied to the members of an 
equation. 

The study of the graph in the first year is not an object in itself and should be used only in so far 
as it can be profitably made to throw light on the solution of problems and equations. 

3. Division as the inverse of multiplication; multiplication and division of 
polynomials by binomials; first notion of fractions, ratio and proportion; equa- 
tions involving fractional coefficients; simple problems in proportion (formal 
treatment being deferred) ; simultaneous equations in two and three unknowns 
(with different methods of elimination); verification of solutions of equations by 
substitution; exercises and problems. 

3 d. An operation and its inverse can often be taught together advantageously. This is the 
case with subtraction and addition, division and multiplication, root extraction and involution, factor- 
ing and special cases of multiplication. Some simple cases of proportion follow soon after division in 
the outline of topics. This is done in order to introduce the language of proportion in problems, but 
any formal treatment of proportion is deferred until near the end of the first year. 

As used in the syllabus, the word "excersise" is understood to mean the formal manipulation of 
algebraic symbols, and the word "problem "is uaderstood to indicate the translation of given conditions 
into graphic form, or into the language of the equation and the solution of the resulting equation. It is 
believed that about equal emphasis should be given to each. 

4. Factoring — Special products and factors taught together as inverse opera- 
tions; meaning of quadratic expressions and factors of such expressions; prob- 
lems leading to quadratics to be solved by factoring; H. C. D. and L. C. M. by 
the methods of factoring; multiplication and division of polynomials by polyno- 
mials. 

4 d. The early introduction of quadratics by the method of factoring affords a useful application 
of factoring and the solution of an important class of problems which are entirely practicable for first 
year pupils, but which otherwise would be postponed to the later course and so lost to a large number 
of students. 



5. Square root; radicals of the second order and fractional exponents only 
so far as demanded for an elementary'' treatment of quadratics; approximate evalu- 
ation of numerical expressions containing radicals; exercises and problems. 

5 d. Radicals and fractionalexponents should be tr ated together with the t mphasis on the latter. 
The manipulations which involve complicated fractional e.xponents belong to the later course, but some 
manipulations of forms involving the square root are important for the first year. The rationalization 
of fractions with binominal denominators and all radical e.xpressions above the second order may well 
be deferred. 

The object and desirability of rationalizing an expression should be thoroughly understood by the 
student before he does the mechanical work. To ask the student to accept y % as a simpler form than 
■yj Vfi is confusing if the student does not know the purpose for which one is simpler than the other. 
The distinction between a rational and an irrational number should be made clear. In particular, a 
rational number should be defined directly (as a number which is equal either to an integer or to a 
fraction whose numerator and denominator are integers), and not negatively (as a number not involving 
radicals). Problems from mensuration give a meaning to radicals. For example, diagonals of squares 
and cubes, altitudes and areas of equilateral triangles, etc., afford abundant applications of radicals of 
the second order and add interest and understanding to the subject. 

6. Solution of quadratics by completing the square and verification of the 
solution by substitution; simultaneous equations where one is linear and one 
quadratic, or quadratic systems of simpler forms such as 4x* — 3y2 = l, 3x* + 
4y* = 7, y2 = 5x— 4, 2x2+y2 = 8; exercises and problems. 

6 d. The exercises and problems under this head are numerous, interesting and practical and 
belong properly to the first year, as is made possible by the order of topics given in this outline. 

7. Fractions reduced to common denominators by factoring; addition and 
subtraction of fractions; multiplication and division of fractions; fractional equa- 
tions with problems leading to the same; simultaneous fractional equations. 

7 d. The formal treatment of fractions is deferred until near the close of the first year in order to 
give place to the early treatment of quadratic equations and problems. This change does not affect 
the unity of the subject, since no preceding work requires operations with fractions having literal de- 
nominators. 

As here used, the term "fractional equation" means an equation with the unknown appearing in 
the denominator. Fractional numerical coefficients should be used throughout the course. 

8. Proportion and variation, formal treatment; exercises and problems. 

8 d. While the language of variation may well be regarded as an antiquated form of expression 
for which the equation could better be substituted, yet we must prepare for the applications to the 
sciences in which its use is conventional; for instance, in physics it is usual to say that force varies as 
acceleration, rather than that force is a constant times acceleration. Proportion and variation should 
come in the first course in order to prepare for the solution of a large class of problems which arise in 
the experience of the pupil. 

Topics to be Omitted from the First Year's Work 
Complicated factoring; complicated complex fractions; simultaneous equa- 
tions in more than three unknowns; binomial theorem; cube root, remainder 
theorem; imaginaries and extensive manipulations of radicals; difficult cases of 
simultaneous quadratics; theory of exponents, theory of quadratics; H. C. D. and 
L. C. M. by the method of continued division; inequalities; indeterminate equa- 
tions; difficult general solutions and discussions. 

Syllabus of a Second Course in Algebila.. Half Year 
This is the final high school course for students who wish simply full prep- 
aration for college work and should not be given earlier than the third year of 
the course. 



58 

Outline of Topics 

1. Review of fundamental operations; manipulation of signs; simple equa- 
tions; and simultaneous equations with graphs much more extensively used than 
in the first course. 

1 d. The review implies a more criticalexamination than that given in the first course. The exer» 
cises and problems should be similar to those used in the first course, but not the same ones. They should 
be more difficult and more technical. 

2. Statement of assumptions and demonstrations of theorems pertaining to 
fundamental operations. The effort should be to make broad assumptions which 
the pupil readily accepts, e. g. the commutative, distributive, and associative 
laws are to be assumed — ^not proved. 

2 d. While formal demonstrations of principles are, in general, out of place in the first course, 
I t is highly desirable that some work of this nature should be included in the second course, especially 

as the study of geometry has intervened and the pupil should now come to see that argumentation is 
not limited to geometrical theorems, but is just as important a part of algebraic work. 

3. The solution of quadratics by formula; theory of quadratics; graphic 
work on quadratics; simultaneous quadratics, which should include the special 
case reducible by eUmination to the solution of quadratics; exercises and problems. 

3 d. It should be made clear by the instructor that the solution of a pair of simultaneous quad- 
ratics cannot, in general, be effected by quadratic methods and that only special cases are considered 
in this course. The graph can be made to serve a most important part at this point in interpreting 
geometrically the solutions. 

4. Formal treatment of factoring with the factor theorem; H. C. D. and 
L. C. M. by the method of continued division; exercises; problems which involve 
factoring in the solution. 

4 d. A definition of prime factor as applied to algebraic expressions is essential to determine to 
what extent factoring should be carried, for example: Is x — y= (•^x+yy)(-^x — •yy)a legitimate 
case of factoring in this course? The factor theorem can be made to do valuable service in solving 
some higher degree equations. 

5. Complex fractions and fractional questions; exercises and problems. 

5 d. The question of equivalent equations needs careful treatment in coimection with clearing 
of fractions when there are literal denominators. 

6. Proofs of theorems on exponents and radicals: exercises on radicals; 
equations and problems involving radicals. 

6 d. Here as in the first course a rich field of applications may be found for radicals and radical 
equations, and these give life and interest to the subject which no amount of mere manipulation can 
afford. 

7. Review and further applications of proportion and variation; binomial 
theorem; proof by mathematical induction for positive integral exponents; 
logarithms; progressions. 

Many exercises and problems and much graphic work throughout the course 
to bring each topic close to its applications. 

7 d. Special attention should be given to applications of the topics enumerated under this head. 
For instance, simple problems from physics for variation and proportion and problems in interest and 
annuities for logarithms. 

General Remarks 

No matter how good the text-book, a teacher should study carefully the 
adaptation of problems to his class. Problems made by the teacher and given 
out by him in general lend life and enthusiasm to the class work. It is of first 



59 

rate importance that the problems should appeal to the pupil as raising some ques- 
tion whose answer is worth while. In this connection all problems which require 
the pupil to exercise his common sense as to the legitimacy of the result are to be 
commended. This is especially true of problems involving interesting data, the 
facts concerning which may be known from other sources. 

In borrowing material from the sciences for problems, great care must be 
exercised lest we assume knowledge on the part of the pupil which he has assim- 
ilated. The borrowing should be from below rather than from above, or the em- 
phasis is thrown entirely away from the point involved. In the first course arith- 
metic should be an important source for problems. The usual problems of in- 
terest, percentage, and proportion can well be solved by algebra. This is also de- 
cidedly true of problems presented under the name of mental arithmetic. As there 
should be no sharp line of distinction between arithmetic and algebra, methods 
which have an algebraic bearing should not be discouraged in arithmetic. The 
main object in this connection is to develop the pupil by generalization and it 
should be regarded as a good indication of progress if he early tends toward 
algebraic methods rather than the more special methods of arithmetic. 

For the second course geometry and physics should offer a fruitful source 
for problems. In fact, problems of the lever and of uniform motion taken from 
physics may well be brought into the first year course, provided they are introduced 
by a careful grading up through a number of special numerical cases before a law 
is stated. Literal equations should never be introduced except as a generalization 
after a series of special cases leading up to the generalized form. The formula 
is a most important feature of algebra, but it should come at the end of a well 
graded development and not as an abstract statement at the beginning. 

Many problems can well be made to depend upon a single formula such as 
s = 5gt^+at+b for uniformly accelerated motion. These problems may impose 
a large variety of conditions and lead to solutions for the various letters in- 
volved. Likewise, several problems may well be made to depend upon a single 
formula of geometry such as v = -3H (B-fb-)- V Bb) for the volume of a frustum 
of a cone. 

Definitions should be clear and unambiguous and be introduced just where 
needed in the development of the subject. For example, the word "transpose" 
if used at all in solving equations, should not be defined as "the process of re- 
moving a term from one side of the equation to the other by changing its sign." 
which is entirely misleading. Again the word "cancel" if used at all, should be 
defined so as to indicate exactly the circumstances under which cancellation may 
take place, so as to avoid such ludicrous blunders as 

3x-4 2^-t-36 

or 

?> -f 5 (fi — T-c 

It is quite as important to drill upon the things which can not be done as 
upon those which can properly be done. For example Va-|-b=Va+ Vb. For 
this purpose nothing is so effective as the substitution of Arabic numerals for the 
letters. 



60 

The notion of functionality and the use of the function symbol may doubt- 
less be introduced much earlier than is done at present. This has been advocated 
in a recent German report on elementary algebra. It is convenient in evaluating 
algebraic expressions. For example, if F (a. b) =a''+4ab-bS to find the F (2, 3), 
we have F (2, 3) =22+4.2. 3-3^^ = 4+24-9 = 19. The committee purposely make 
no recommendations on this and many other forms and methods of presentation, 
which teachers adopt, depending upon their own training, the quality of their 
pupils in particular classes and the time at their disposal. 

B. Commercial Arithmetic. 

The amount of work to be covered is represented by that found 
in any of the ordinary first-class texts on the subject, such as Finney's, 
Bookman's, Rowe's "New Essentials," Thurston's, and Baker's. In- 
struction should constantly attempt tc emphasize the relation of arith- 
metic to business customs and procedures. 

This subject is accredited for one-half unit and must be preceded 
by two years of high-school mathematics. The assumption is that the 
course given will be on a basis befitting a more advanced understanding 
of mathematical principles and processes than those given in the ele- 
mentary school. 

C. Geometry. 

The following syllabi on Plane and Solid Geometry adopted by the 
1911 High School Conference is readily worthy of the common use of 
our high schools as a means of unifying and strengthening the high-school 
courses in this subject. 

Plane Geometry. Special emphasis is placed on the ability to use proposi- 
tions in the solution of original numerical exercises and of supplementary theorems. 

(b) Solid and Spherical Geometry. Applications to the solution of original 
exercises are emphasized. 

Revised Report of the Geometry Committee 

to the 

High School Conference, University of Illinois 

November, 1911 

A. Educational Values of Elementary Geometry. 

The teacher of Geometry, as well as the teacher of other subjects, should 
have a reason for the inclusion of his subject in the course of study. Geometry, 
in common with other subjects, is entitled to a place in the curriculum because of 

(a) its training in logical thinking and with power to concentrate its at- 
tention, 

(b) its training in exact use of language, 

(c) its development of the "pictorial imagination", the ability to visualize 
objects, relations, and conditions, 



61 

(d) its proof of the familiar mensuration formulas used in arithmetic, 

(e) its utilitarian and practical value in the arts and sciences, 

(f) the aesthetic values which its study affords. 

B. Position in High School Course. 

In agreement with the Algebra Syllabus adopted by this Conference (pub- 
lished in the High School Manual for 1909-10) the first course in Geometry should 
continue through the second year, following Algebra; a second elective course 
of one-half year should come in the second half of the third or in the fourth year. 

C. Definitions, Axioms, and Assumptions, 

Guiding Principles. 1. Precision in definitions should be required specially 
when given in student's own words. Care should be taken not to define such basal 
notions as, "point", "straight line", "angle", etc. 

2. The first course in geometry is not a place to attempt a statement of the 
minimum number and of the independence of axioms. This belongs to a course in 
the Foundations of Geometry. 

3. A free use of assumptions is recommended, yet it is essential that all 
propositions used explicitly in a formal demonstration be recognized either as 
previously proved or as belonging to the list deliberately left unproved. 

4. Care should be taken that such terms as "obviously", "it is self evident", 
"it is easily seen", etc., do not cover careless and inaccurate thinking. 

5. Definitions and assumptions should be introduced when needed. 
Fundamental Assumptions Listed. 1. Things' equal to the same thing are 

equal to each other. 

2. If equals be added to or subtracted from equals, the results are equal. 

3. If equals be multiplied or divided by equals, the results are equal. (Divi- 
sion by zero excluded.) 

4. Like powers and Uke positive roots of equals are equal. 

5. For finite magnitudes, the whole is greater than any of its parts, and is 
equal to the sum of all its parts. 

6. If unequals are operated on in the same way by positive equals, the re- 
sults are unequal in the same order. 

7. If unequals are added to unequals in the same order, the sums are unequal 
in the same order; if unequals are subtracted from equals the remainders are un- 
equal in the reverse order. 

8. A number may be substituted for its equal in an equation or in an 
inequality. 

9. If the first of three numbers is greater than the second and the second 
is greater than the third, then the first is greater than the third. 

10. A straight line may be produced to any required length. 

11. Two points determine a straight line. 

12. The shortest path between two points is a straight line. 

13. Any figure may be moved from one place to another without altering its 
size or shape. 

14. Through a point one line only can be drawn parallel to a line. 



'"Things" here refers to numbers which are numerical measurements of geometric magnitudes 



62 

15. A circle may be described with any point as a center and any line seg- 
ment as a radius. 

*16. All straight angles are equal. 

*17. All right angles are equal. 

*18. From a given point in a line only one perpendicular can be drawn to the 
line. 

*19. Equal angles have equal complements and equal supplements. 
20. Circles with equal radii are equal. 

*21. The sum of two adjacent angles whose sides Ue in the same straight line 
equals a straight angle. 

22. The length of a circle is greater than the perimeter of any inscribed 
polygon and less than the perimeter of any circumscribed polygon. 

23. The area of a circle is greater than the area of any inscribed polygon 
and less than the area of any circumscribed polygon. 

*24. Two lines parallel to the same hne are parallel to each other. 

*25. The bisectors of vertical angles lie in a straight hne. 

26. A diameter bisects a circle and the surface of a circle. 

27. A straight Une intersects a circle at most in two points. 
D. Introductory Work. 

This introductory work is designed to lead the pupil gradually into demon- 
strative Geometry. Beginning informally, as class exercises not requiring previous 
outside preparations, this work should develop 

(a) neatness and accuracy in drawing figures; 

(b) familiarity with terms to be used in later work, as perpendicular bi- 
sector, complement, bisector, etc.; 

(c) a recognition of the fallibility of the pupil's judgment, and a recog- 
nition of the necessity for logical proofs; 

(d) some appreciation for the usefulness of Geometry. 

Only so much of this introductory work is recommended as will carry the 
pupil safely over into demjonstrative Geometry. Care should be taken to guard 
against the mistake of requiring formal demonstration of theorems which seem 
obvious to the pupils without proof. Introductory work may be selected from 
such work as the following: — 

1. Problems on complementary and supplementary angles. 

2. Constructing triangles when given three sides, two sides and included 
angle, two angles and included side. 

3. Comparison of two triangles constructed with same given parts, using 
tracing paper or cloth, leading to the three cases of congruent triangles. Simple 
inaccessible distance problems. 

4. Construction of perpendicular bisector of a line. 

5. Drawing of perpendicular bisectors of sides of triangle, medians, and 
bisectors of angles. 

6. Drawing of circumscribed and inscribed circle of a given triangle. 

7. Drawing of a triangle, square, hexagon inscribed in a given circle. 

8. Sufficient use of geometrical optical illusions. 

*The starred assvirrpticnF rray be tsker as thecrerr.s for irforrral prcof or as statercents of facts 
in the contest without special emphasis, if preferred. 



63 

9. Graphic proof of the Pythagorean Theorem with problems depending 
on it. 

10. "Views" of prism, cyUnder. Simple mechanical drawings. 

11. Sum of angles of triangle by cutting out angles and juxtaposing; alge- 
braic problems concerning angles of polygons, isosceles triangle, and exterior 
angles. 

12. Angles related to parallels cut by a transversal; algebraic problems. 

13. Construction of paths of points moving according to simple conditions. 
It is desirable that each pupil be provided with simple and inexpensive com- 
pass, ruler in inches and centimeters, and a protractor. 

E. Exercises and Problems. 

1. Guiding Principles, (a) The purpose of problems is to emphasize 
principles and theorems, and problem work is in general a means rather than 
an end. 

(b) There should be numerous simple problems and exercises rather than a 
few difficult ones; there should be some oral exercises. 

(c) Some exercises should come immediately after the theorems which they 
apply and there should be a good list at the end of chapters. 

(d) Geometry should be given a concrete setting by the use of some problems 
from real life for the sake of clearness and interest. It is valuable to ask the stu- 
dents to find illustrations of abstract theorems from their own experience. 

The following illustrate the meaning of concrete problems: — 

(a) How high will a 40-foot ladder reach on a house if its foot is placed 
5 feet from the side of the house? 

(b) How could a carpenter's square be used to test whether or not a notch in 
the edge of a board is a true semi-circle? 

(c) With only a mirror and a yard stick, how could one measure the height 
of a pole? 

(d) Why is a step ladder made three-sided rather than four-sided? 

Lists of concrete problems are available in some of the later texts and in 
"School Science and Mathematics" (Oct. 1911, page 662 and others). Care 
should be taken to select problems which are real applications of geometry and 
which involve only terms familiar to the student. 

2. Algebraic Methods. The use of algebra in geometry (a) correlates 
Algebra and Geometry, (b) gives practice in translating symbols into English, 
(c) leads to simpler notation, and (d) leads to the notion of functionality. 

Illustrations of the algebraic method: — (a) Given in the right triangle 
ABC, c the hypotenuse, a and b the two legs; x projection of b on c, y the pro- 
jection of a on c; to prove c=a-|-d. (Wentworth 371, p. 162) 

(b) Given a the hypotenuse and b the sum of the two legs; to construct the 
right triangle. 

Sol ution: x + y = b, x'-f y2= a^ Solving x = }4i^+ V2a2 - b^) y = H 
(b — V2a^ — b^), which values may be constructed with ruler and compass. 
(Sanders p. 211) 

(c) Given Ime AB-4r and C its middle point; on AB, AC, and CB semi- 
circles are constructed. To draw a circle touching the three circles. 



64 

Solution: Let x = radius of required circle; then (x+r)^ = r2+(2r — x)^ and 
solving, x = |r. (Young p. 179.) 

3. Locus problems. Locus problems deserve a place in Geometry because 

(a) they introduce motion into our geometric notions, which would other- 
wise be entirely static, 

(b) they are necessary in the solution of many construction problems, 

(c) they develop the important notion of functionality. 

In all locus proofs the two defining properties of a locus of a point should be 
emphasized, namely, (1) all points lying on the locus must satisfy the given con- 
ditions, and (2) all points which satisfy the given conditions must lie on the 
locus. 

Illustrations of locus problems: — (a) Find the locus of all points at a constant 
distance from a fixed line. 

(b) Find the locus of a point equidistant from two fixed points. 

(c) What is the locus of the centers of circles tangent to a line at a given 
point? 

In the study of loci advantage should be taken of the opportunities to intro- 
duce space notions. Thus, the locus of a point always a fixed distance from a 
fixed point in space is a sphere; of a point a fixed distance from line, is a cylin- 
drical surface; etc. In general it is desirable throughout the course in Plane 
Geometry to call attention to the corresponding space forms of Solid Geometry. 

F. Limits and Incommensurables. 

The limit notion is needed to define such things as "length of a circle" (the 
limit of the perimeter of an inscribed, or circumscribed, polygon as the number of 
sides become infinite), "area of a circle", "surface of a sphere", etc., and there- 
fore should be included in Elementary Geometry. A correct, though not most pre- 
cise definition of a limit should be given and great care should be taken to avoid 
the commonly used but incorrect words "never reach." The following definition 
is recommended: "The limit of a variable is a constant such that as the variable 
approaches this constant their numerical difference becomes and remains less than 
any previously assigned positive number, however small." 

The "Fundamental Theorems of Limits" as ordinarily stated, should be 
omitted as trivial. The following theorem should be introduced and used to 
show the existence of limits in Elementary Geometry: "If a variable always 
increases (decreases) and is always less than (greater than) some finite constant 
then it has a Hmit." Make this theorem seem true by illustrations, attempt no 
proof for it. Proofs of incommensurable cases should be omitted or postponed 
but some notion of the meaning of "incommensurable" should be developed. 

G. Omissions. 

List of omissions recommended: 1. Square of side of triangle opposite 
acute angle, etc. 

2. Square of side of triangle opposite obtuse angle, Qtc. 

3. Division into mean and extreme ratio. 

4. Inscribed decagon. 

5. Calculation of tt by perimeter of inscribed and circumscribed polygon. 
Verify the value of tt by some simpler method. 



65 

6. Proofs of theorems on limits. 

7. Proofs of incommensurable cases, but not the incommensurable idea. 

8. Maxima and minima. 

9. Sum of two sides equal to twice the square of half the third increased, etc. 

10. Difference of square of two sides, etc. 

11. Square of bisector of angle equal to product of two sides, etc. 

12. In any triangle the product of two sides equal to diameter of circum- 
scribed circle multiplied, etc. 

H. Emphasis. 

The following topics should receive special emphasis: — 

1. Congruance of triangles. 

2. Similar triangles. 

3. Pythagorean theorem. 

4. Properties of circles. 

5. Mensuration theorems. 

I. Outhne for Plane Geometry. 

In the following outline certain important theorems (those starred) have been 
taken as nuclei about which are grouped related theorems. In this way important 
theorems are singled out for special emphasis and the content of the course is sug- 
gested. 

1. Congruent Triangles. *1. Triangles are equal if two sides and included 
angle, two angles and included side, or three sides, in one have equals in the other. 

2. Propositions on right triangles. 

3. Propositions on isosceles triangles. 

4. Circumscribed and inscribed circle of triangle. 

II. Parallels and Parallelograms. *1. If two parallels are crossed by a 
third line the alternate interior, the alternate exterior, and the exterior interior 
angles are equal. 

2. Angles having parallel sides are equal or supplementary. 

3. Lines perpendicular to the same line are parallel. 

4. Propositions on parallelograms. 

5. If parallels intercept equals on one transversal_ they intercept equals on 
every transversal. 

6. Sum of angles of a triangle. 

7. Sum of interior angles of a polygon. 

III. Circles. *1. In the same circle or equal circles, equal chords are equi- 
distant from the center, and converse. 

*2. Central angle is equal to its intercepted arc. 
*3. Equal chords subtend equal arcs, and converse. 

4. Measurement of angle when the vertex; is 

at the center of circle, 
between the center and the circle, 
on the circle, 
outside the circle, 

5. Tangents from the same point are equal. 



66 

6. If two circles intersect, the line of centers is perpendicular bisector of 
common chord. 

IV. Similar Triangles. 1. If a line is parallel to one side of a triangle, it 
divides the other two sides proportionally, and converse. 

*2. Triangles are similar when 
they are equiangular, 

two sides are proportional and included angles are equal, 
three sides are proportional. 

3. Product formulas. 

4. Similar right triangles. 

5. Pythagorean theorem. 

6. Trigonometric ratios. 

7. Similar polygons may be divided into corresponding pairs of similar 
triangles, and converse. 

8. Perimeters of similar polygons are proportional. 

V. Regular Polygons. *1. Regular polygons of the same number of sides 
are similar. 

2. Length of circles are proportional to their radii. 

C = 7rr 

Some simple method of verifying value of ir 

3. Circles may be circumscribed about or inscribed in any regular polygon. 

4. Side of hexagon is radius of circumscribed circle. 

5. Inscribed equilateral polygon is regular. 

VI. Areas. *1. Area of rectangle is product of base by altitude. 

2. Of parallelograms. 

3. Of triangle. 

4. Of trapezoid. 

5. Of similar triangles. 

6. Of similar polygons. 

7. Of regular polygon is J^ perimeter by apothegm. 

8. Of circle. 

Outline for Solid Geometry. 

Throughout the course in Solid Geometry efforts should be made to relate 
the work to Plane Geometry wherever possible. Special emphasis should be 
placed upon the real grasp of space notions and theorems; pictures, stereoscopic 
views, and models may be used to assist in grasping space relations but too great 
a use of such aids may work against the visualizing habit which is one of the 
chief values of Solid Geometry. SoUd Geometry oflEers excellent opportunities for 
algebraic symbols and methods; it is recommended that mensuration rules be 
written in algebraic form but read in the translated English form. Logarithms 
may be used in computation problems if the second course in Algebra precedes 
SoUd Geometry. 

Additional Assumptions: 1. Two intersecting lines, two parallel lines, a 
straight line and a point outside that Une, or three points not in a straight line, 
determine a plane. 



67 

*2. The intersection of two planes is a straight line. 

*3. The projection of an oblique line on a plane is a straight line. 

*4. Every plane section of a cone through its vertex is a triangle. 

*5. Every plane section of a cyhnder throughout an element is a parallelo- 
gram. 

6. The shortest distance on a sphere between two points is the minor arc of 
the great circle joining them. 

I. Theorems closely related to Plane Geometry. 

1. If two parallel planes are cut by a third plane the intersections are 
parallel. 

2. If a line is parallel to a plane, then the intersection of that plane with 
any plane through the line is parallel to the Hne. 

3. Equal oblique lines from a point in a perpendictilar to a plane cut off 
equal distances, and converse. 

4. Angles having sides parallel in same order are equal. 

5. The plane bisecting a line at right angles is the locus of points equidistant 
from the ends of the Hne. 

6. If two lines are cut by three parallel planes corresponding segments are 
proportional. 

7. The angle a line makes with its projection on a plane is the least angle it 
makes with any line in the plane. 

8. Two planes perpendicular to the same plane are parallel. 

II. Lines and Planes. 

*1. A line perpendicular to two lines at their intersection is perpendicular 
to their plane. 

2. Every line perpendicular to a line at a point lies in a plane perpendicular 
to the line at that point. 

3. Through a point only one plane can be drawn perpendicular to a Une. 

4. If a Une is perpendicular to a plane every plane through the line is per- 
pendicular to the first plane. 

5. If two planes are perpendicular, any line in one, perpendicular to their 
intersection, is perpendicular to the other plane. 

6. If two intersecting planes are each perpendicular to a third their inter- 
section is perpendicular to that third plane. 

7. The locus of a point equidistant from sides of a dihedral is the bisecting 
plane of the dihedral. 

III. Spheres. 

1 . Every plane section of a sphere is a circle. 

2. A plane tangent to a sphere is perpendicular to the radius at point of 
tangency. 

3. The distances of a circle on a sphere from its poles are equal. 

4. If a point on a sphere is at a quadrant's distance from the other points 
not at the extremities of a diameter, then it is the pole of the great circle through 
the two points. 

5. A spherical angle is measured by the arc it intercepts on a great circle 
having its pole at the vertex of the angle. 



68 

IV. Polyhedral angles and spherical triangles. 

1. The sum of two face-angles of a trihedral is greater than the third. 

2. The sum of the face-angles of a polyhedral is less than 4 right angles. 

3. Two trihedral angles are equal or symmetric when two dihedrals and 
included face-angles, two face-angles and included dihedral, or three face-angles, 
in one have equals m the other. 

4. The sum of two sides of a spherical triangle is greater than the third. 

5. The perimeter of any polygon is less than 360°. 

*6. Two spherical triangles are equal or symmetric when they have 

A=A' B = B' c=c' 

a=a' b=b' C=C' 

a=a' b=b' c = c' 

A=A' B = B' c=c' 

7. If one spherical triangle is the polar of a second then the second is also 
the polar of the first. 

*8. In two polar triangles any side of one is the supplement of the opposite 
side of the other. 

9. The sum of the angles of a spherical triangle is more than two and less 
than six right angles. 

V. Mensuration. 

1. Lateral areas of prism, cylinder, regular pyramid, cone, and frustum. 

2. Area traced by line revolving about an axis in its plane. 

3. Spherical areas; zone, sphere, lune, and spherical triangle. 

4. Volumes. 

(a) Rectangular parallelopiped; by counting cubes formed by passing planes. 

(b) Right prism, and cylinder as limit of inscribed prism as number of sides 
of base become infinite. 

(c) Cavarlieri's Theorem: "Two solids having bases equal in area and 
equal altitudes are equal in volume if every two plane sections at same distance 
from base are equal in area." (Beman and Smith Geometry, p. 298). Illustrate 
without proof. 

(d) Oblique prism and cylinder, by proving equal in volume to right prism 
and cylinder using (c). 

(e) Pyramids and cones having same altitudes and bases equal in area are 
equal in volume; use (c). 

(f) Volume of triangular pyramid. 

(g) Any pyramid or cone, as sum, or limit of sum, of triangular pyramids, 
(h) Frustum as difference in volumes of two pyramids or cones. 

(i) Sphere as equal in volume to certain cylinder having two cones removed 
from its volume, using (c). 

(j) Spherical segments using (c). 

5. Sensible use of approximations in measurements and computations. 



i 



69 

D. Trigonometry. 

The work should cover the field of plane trigonometry, as given in standard 
text-books, including the solution of right and obUque triangles. Special emphasis 
is placed upon the solution of practical problems, trigonometric identities, and 
trigonometric equations. 

22. MUSIC. 

Following are the Definitions of Units for Accrediting: 

Courses in Harmony, History of Music and Musical Appreciation will be 
accredited on the same basis as other High School courses, namely: Five hours 
of recitation per week and five hours of preparation per week for 36 weeks will 
receive one unit of credit. Five hours of recitation per week without prepara- 
tion will receive one-half unit. Written work wiU be required in all courses, but 
preeminently in Harmony. 

I. HARMONY, FIRST YEAR. 

Elements of musical notation; Construction of Major and Minor scales; 
Keys; Signatures; Intervals; general and specific; Key relationships; Conson- 
ances and Dissonances; Triads, Primary and Secondary; Inversions of Triads; 
Chord Progressions; Simple Melodies harmonized with Tonic dominant and 
Sub-dominant harmonies, 

SECOND YEAR. 

Review of Triads; Seventh chords. Primary and Secondary; Harmonization 
of simple Melodies with Triads and Seventh Chords; Harmonic Analysis; Original 
Work. 

II. History of Music: A Text-book course, with recitations and written 
work, touching the beginnings of music, and including a fairly comprehensive 
study of the development of music since A. D. 1600 and acquaintance with the 
lives and productions of the greatest composers and performers. One year. 

III. Music Appreciation based upon the standard choruses and instrumental 
selections from the works of the great composers of each epoch, with instructions 
in Elementary Theory, Sight-Singing and Ear-Training. One year. 

IV. A composite course may be offered including Harmony, History of 
Music and Musical Appreciation, any two of these subjects, and subject to the 
same regulations, with the added specification that in such a course at least one 
recitation per week in Harmony, with written preparation, shall be included. 
Two years. 

V. Regulation regarding Teachers. 

No High School Music will be accredited for entrance to the University where 
the Teacher of Harmony or History of Music to be offered for accrediting has not 
had at least a year of study in the subject to be taught in some professional training 
school, unless he has received a diploma or degree from some recognized institution 
for the training of musicians or music teachers. 



70 

23. PHYSICS. 

One year's high-school work covering the elements of physical science as 
presented in the best of the current high-school text-books of physics. Laboratory 
practise in elementary quantitative experiments should accompany the text-book 
work. The candidate's laboratory note-book will be considered as part of the 
examination. 

Following is a syllabus for a one year course in Physics as adopted 
by the Physical Science Section of the High School Conference, Novem- 
ber, 1912: 

Syllabus for Physics. 

I. Introduction. 

A. Metric system. 

Linear measure, units: meter, centimeter. 
Square measure: centimeter only. 
Cubic measure: cubic centimeter, liter. 
Mass: kilogram, gram and decimal parts. 

B. States of matter. Defined and explained. Kinetic theory of matter. 

C. Properties of matter, illustrated and explained. This should include 

a study of the evidences of molecular motions and molecular forces 
in solids, liquids and gases. 

D. The moisture in the air. Including a study of conditions necessary 

to the formation of dew, fog, rain, snow, etc. 

E. Evaporation. The conditions affecting it and the results produced 

by it. 

II. Force and Motion. 

A. Forces: kinds, their measurements and graphic presentation. 

B. Motion forms. Newton's laws of motion: inertia, momentum, and 

reaction. 

C. Resolution of forces. Uses, applications. 

D. Moment of force, defined, explained. Parallel forces. 

E. Gravitation and Gravity. 

1. General law. 

2. Causes of variation in weight. 

3. Weight is proportional to mass. 

4. Center of gravity, how determined. 

5. States of equilibrium. Stability. 

F. Falling bodies. 

G. Curvilinear motion, centrifugal force. 

III. Work and Energy. 

A. Work, definition, measurement. 

B. Energy, five forms, two kinds, formulas, measurement. 

C. Power, units, relation, problems. 

D. Machines, use terms "effort" and "resistance." Mechanical ad- 

vantage. 



71 

E. Lever, three classes, applications. 

F. Wheel and Axle and Pulley, applications. 

G. Inclined plane. (Effort parallel to incline.) 
H. Efficiency and Friction. Measurement, uses. 
I. Power tests of motors and engines. 

IV. Hydrostatics. 

A. Gravity pressure: varying depth, area, density of liquids, direction, 

shape of vessel. Communicating vessels. Problems on rectangular 
areas only. 

B. Pascal's law. Areas given, applications. 

C. Laws of buoyancy. 

1. Archimedes' principle. 

2. Laws of flotation. 

3. Problems. 

D. Specific gra\'ity and density. 

1. Specific gravity of solids. 

Bodies denser than water. Problems. 

2. Specific gravity of liquids. 

a. Bottle method. Problems. 

V. Pneumatics. 

Gas pressure due to (1) gravity, (2) molecular motion. 

A. Weight and pressure of the air. 

1. Evidences (qualitative). 

2. Measurement. Use of barometer. 

B. Relation of volume and pressure. Boyle's law. 

C. Applications: Pumps, —air, lift, force, use of air dome; siphons, 

balloon. 

VI. Heat. 

A. Heat, definition, its sources and effects. 

B. Temperature, measurement. Thermometers, their construction and 

limitations. 

C. Expansion : 

a. of solids, (qualitative). 

b. of Uquids, anomalous expansion of water. 

c. of gases, absolute zero. Law of Charles. 

D. Modes of Transmitting Heat. 

1. Conduction | discussed 

2. Convection f and 

3. Radiation J illustrated. 

4. Applications in heating and ventilation. 

E. Heat and Work. 

a. Mechanical equivalent. 

b. Explanation of the action of heat engines. 

F. Measurement of heat. Calorie and B. T. U. Specific heat. 

G. Change of state. Heat of fusion and vaporation. 
Determination, effects, applications. 



72 

VII. Magnetism and Static Electricity. 

A. Magnets: natural, artificial, permanent, temporary. 

B. General properties of magnets. 

C. Magnetic induction and the molecular theory of magnetism . 

D. The earth's magnetism as shown by: 

1. Magnetic compass. 

2. Magnetic dip and declination. 

3. Magnetic induction of the earth. 

E. Electrification by friction, kinds of electric charges. 
P. Conduction and theories of electricity. 

G. Electrostatic induction and electric fields. 

Distribution of charges. 
H. Electric condensers and capacity. 

VIII. Current Electricity. 

A. Electric circuits and conditions necessary forjthe^production of elec- 

tric currents. 

B. The simple cell, action, polarization and local action. 

C. Practical voltaic cells. 

1. Leclanche, wet and dry. 1 Construction, 

> Action, 
2 Daniell cell. J Uses. 

D. Magnetic effect of electric currents. 

1. Electromagnet, electric beU, telegraph. 

2. Relation between current and magnetic field. 

3. Use in current measuring instruments: voltmeter and|ammeter. 

E. Resistance and Ohm's law. 

1. Conditions affecting resistance. 

2. Effect of combining conductors in parallel series. 

3. Measurement. 

a. Volt-ammeter method. 

b. Wheatstone bridge method. 

F. Chemical effect of an electric current. 

1. Electrolysis of water. 

2. Electroplating. 

3. The storage battery. 

G. Electric power and its determination. 
H. The heat effect of electric currents. 

1. Fuse wire. 

2. Electric heating and cooking. 

3. Arc and incandescent lamps. 
I. Electro-magnetic induction. 

Production 

Illustrated by magnets 
Law <^ Intensity 

and coil with bar magnet. 
Direction 



73 

J. The dynamo— two-pole field, single rotating loop or coil, alternating 

and direct. 
K. Simple electric motor, two poles. Efficiency of an electric motor. 
L. The induction coil and transformer. Uses. Differences. 
M. The telephone. 
N. Wireless telegraphy. 

IX. Sound. 

A. Nature, source, speed, medium. 
Reflection of sound, echoes. 

B. Waves and wave motion. 

Illustrated by water waves showing reflection, refraction and inter- 
ference. 

C. Characteristics of sound. 

1. Intensity — conditions affecting. 

2. Pitch, and rate of vibration. 

3. Quality and overtones. 

D. Interference, beats, discord. 
Resonance, Sympathetic vibrations. 

E. Musical scales, diatonic and tempered, uses. 

F. Laws of vibrating strings and air columns. 

G. Types of musical instruments. 

I plates or membranes. 
Vibrating \ strings. 

[ air columns. 

X. Light. 

A. Rectilinear propagation of light, speed. 

1. Shadows. 

2. Pinhole camera. 
B. Photometry. 

L Intensity of light (source) and intensity of illumination dis- 
tinguished. 
2. Law of inverse squares. 

C. Reflection. 

1. Law of reflection. 

2. Regular, diffused. 

3. Plane mirrors, position and character of image. 

D. Refraction. 

1. Definition and explanation. 

2. Refraction of parallel sided plates. 

3. Refraction by prisms and lenses. 

E. The formation of images by lenses. 

1. Converging and diverging lenses. 

2. Position and character of images formed by converging lenses. 
P. Optical instruments, 

1. Eye, camera. 

2. Microscope, simple, compound. Telescope. 



74 

G. Color and spectra. 

Dispersion, achromatic lenses. Uses of spectra. 
H. Interference and polarization. 

The nature of light. 

Medium, length and character of waves. 

Suggested List of Experiments in High School Physics. 
Mechanics. 
(Twelve of the starred experiments are recommended as a minimum.) 

I. Preliminary. 

*1. Measurement of length. Compare English and metric measurements. 

2. Measurements of volume. (Teach use of calipers.) 

3. Vernier calipers. 

4. Micrometer calipers. 

*5. Study of graphs. (Use graph to show the relation between English and 
metric units.) 

II. Mechanics of solids. 

*6. Parallelogram of forces. 

*a. Problem: Crane stresses or some other practical exercise in- 
volving balanced forces acting at angles with one another. 
*7. Parallel forces. 

*a. Problem: Center of gravity. 
*8. The lever and the principle of movements. 
*9. The inclined plane. (Efficiency of a machine.) 
*10. The pulley. The wheel and axle. (Mechanical advantage.) 
*11. Elasticity and Hooke's law by: 

*a. Calibration of a spring or by use of Jolly balance. 
*b. Bending rods, 
c. Twisting rods. 

12. Cohesion. The breaking strength of a wire. 

13. Friction. 

*14. Falling bodies. 
*15. The pendulum. 

III. Mechanics of Fluids. 

*16. Density of water. (Use of beam balance.) 
*17. Archimedes principle. 

a. Bodies that sink in water. 

b. Bodies that float in water. 

*18. Specific gravity of sohds denser than water. 

a. By a spring or beam balance. 
*19. Specific gravity of solids less dense than water. 

a. By a beam or spring balance. 
*20. Specific gravity of a liquid by: 

a. Spring or balance beam. 

b. Specific gravity bottle. 

c. A constant weight hydrometer. 



75 

d. A U tube. 

e. AY tube. 

*21, Measuring air pressure. Use of a barometer. 
*22. Measurement of pressure: 

*a. Of liquids at varying depths, 
b. Of gas or water pressure. 
*23. Boyle's law. 

Heat. 

(Five of the starred experiments are recommended as a minimum.) 
*1. Testing the fixed points of a mercury in glass thermometer. 
*2. Relative conductivity of various solids. 
*3. Coefficient of linear thermal expansion of a solid. 
*4. Calorimetry. Mixing water at different temperatures and determining 

the thermal capacity of the calorimeter. 
*5. Determination of specific heat by the method of mixtures. 
*6. Determination of heat of fusion. 
*7. Determination of heat of vaporization. 
*8. Determination of dew point of the atmosphere. 

9. a. Determination of the change of volume of a gas at constant pres- 
sure, with change of temperature, 
b. Uetermmation of the change of pressure of a gas at constant 
volume. 

10. Fixing of melting and solidifying point. 
*11. Vapor tension of alcohol. 

Electricity and Magnetism. 
(Ten of the starred experiments are recommended as a minimum.) 
*1. Fundamental facts of magnets. 
*2. To map the field of a magnet. 

a. By blue print. 

b. By a compass. 

3. Magnetic induction and the earth's magnetism. 

4. Production of static electricity by friction. A study of conductors 

and insulators. 

5. Electrostatic induction, condensers. 
*6. Study of simple galvanic cells. 

*7. Study of the magnetic field about wires carrying an electric current. 

*8. Study of the electromagnet. 

*9. Study of electric bell, telegraph, sounder or relay. 

*10. Study of a galvanometer or ammeter, using same in electric circuits. 
Ohm's law. 

11. Study of two fluid galvanic ceUs. 
'*12. Study of electrolysis. 

13. Electromotive forces of various cells by: 

a. Use of volt-ammeter. 

b. Use of ammeter with a constant resistance. 



76 

*14. Arrangement of cells in connection with varying external resistance. 
*15. Measurement of resistance of wires by: 

a. Wheatstone bridge method. 

b. Volt-ammeter method. 

*16. A study of resistance connected in series and in parallel. 

17. Effect of temperature upon resistance of wires. 

*18. Electromagnetic induction. 

*19. Study of dynamo or motor. 

Sound. 

(Three of the starred experiments are recommended as a minimum.) 

*1. Study of wave motion by use of wave trough. 

*2 Velocity of sound in air. 

*3. Wave length of sound in air. 

*4. Number of vibrations of a tuning fork. 

*5. Interference of sound. 

*6. Laws of vibrating strings or air columns. 

Light. 

(Six of the starred experiments are recommended as a minimum.) 
1. Images formed by a pin-hole aperture. 
*2. Photometry. 

a. Study of the effect of distance upon intensity. 

b. Comparison of intensities. 

*3. Law of reflection, images in a plane mirror. 
*4. Images in a concave mirror. 
5. Images in a convex mirror. 
*6. Study of refraction by plate, prism, lens. 
*7. Index of refraction of glass or water. 
*8. Determination of the principal focus of a convex lens and a study of 

real and virtual images formed by it. 
*9. Study of two of the following: 

a. Refracting telescope. 

b. Compound microscope. 

c. Opera glass. 
*10. Study of spectra. 

Practical Applications. 

The following list gives a few of the applications of the principles involved in 
the various experiments or cases in which they must be taken into consideration. 

Exp. No. Mechanics. 

6. Wind and current pressure on sails and rudder of a ship, on planes of an aero- 

plane, on rudder of canal boat. 

7. Bridge trusses. Single and double tree. 

8. Shears, nut-cracker, crowbar, nail puUer, balance, steel-yard, pump-handle, 

boat oar, bracket, safety-valve, human arm, pincers, wheel-barrow. 



77 

9. Screw, wedge, ladders, lifting jack, screw press, gang plank, vise, screw pro- 

peller, air fan, inclined railroads. 

10. Block and tackle, geared cap-stem, windlass, derrick, water wheels and tur- 

bines. 

11. Spring balance, spiral springs and wagon springs. Structural beams and 

trusses, shafting. 

12. Suspension bridge, two lines. 

13. Bearings, friction gears, belting, brakes, wheels on roadway. 

14. Range of projectiles. 

15. Clocks, determination of acceleration of gravity, metronome, work of bureau 

of standards. 
17. Balloons, ships, life preservers, floating dock. Buoyancy of air. 

20. Lactometers, Alcoholometers. 
Testing for adulteration of milk, oil, etc. 
Gravitational separation of liquids, cream separator. 

21. Study of pumps, open manometer, siphon. 

22. Construction of dams, siphon, standpipe, hydrostatic press. 

23. Diving bell, caisson, closed manometer, compressed air, air brakes, bellows. 

Sound. 

1. Illustration of phenomena of wave motion. 
Stationary waves, reflection, refraction, interference. 

2. Acoustics of buildings. 
Organ pipes (length of) echoes. 

3. Comparison of pitches, measurement of time intervals. 

5. Harmony. 

6. Stringed instruments. 
3, 4, 5. Theory of music. 

Heat. 

1. Calibration of thermometers. Bureau of standards. 

2. Great variation in conducting power of substances. 

3. End rollers on bridges. Dial thermometers. Spacing of railroad rails. 

Compensation pendulum, balance wheel. Metallic thermometers. Ther- 
moregulators (thermostats). 

5. Heating and ventilation. Convection currents in nature, trade winds, ocean 

currents. 

6. Ice in refrigerator, cooling of buildings. 

7. Steam heating. Steam engine. Ice making, cold storage. 

8. Hydrometers, fogs, clouds, rain, snow. 

9. Gas, thermometer. 

10. AUoys, waxes. 

S. Better understanding of heat engines. 

Light. 
S. Eclipses. 

1. Action of camera. 

2. Comparison of light intensities. 



78 

3, 4, 5. Optical instruments, reflectors for vehicle lamps, search lights, etc., 

sextant. 
6. Displacement of objects through glass. 
Position or direction of immersed objects. 
Reflection by right angled prism. 

8, 9. Optical instruments, microscopes, telescopes, collimator, eyeglasses, pro- 

jection lantern, photographic camera, stereoscopes. 
10. Spectrometer and spectrum analysis. 
S. Saccharimeter, polariscopes. 

Electricity and Magnetism. 
1, 2, 3. Ship compass, dipping needle, etc. Magnetic separation of metals. 
Magnetic charts, etc., of Bureau of Commerce and Labor. 

4, 5. Electrometers, lightning rods, condensers. Roentgen rays, generators, etc., 

brush discharge from high potential lines, static charge produced by 
belts, grounding by combs. 

9. Electromagnetic apparatus, sounders, relays. 

10. Galvanometers, ammeters, voltmeter. Measurement of electric current, etc. 
8, 9, 10. Meters. 
16. Calculation of electric circuits, use of tables, transmission, lighting, traction 

system, etc. 
17S. Safe carrying capacity. 

5, Electric lighting, electric heating. Heating irons. Use of tables. 
13, 14. Terminal potential of current sources. 

18, 19. Telephone, induction coil, induction motor, dynamo, motors, transformers, 
electric lighting and motive power. 

24. SHORTHAND AND TYPEWRITING. 

These subjects must be taken together ; no credit is given for either 
one by itself. For one unit, the time requirement is two periods daily 
of not less than forty minutes each for one year of thirty-six weeks, and 
the standard of attainment is 75 words a minute in taking dictation and 
25 words a minute in the transcription on the machine of such dictation. 
For two units, the tims requirement is two periods daily of not less than 
forty minutes each for two year ; of thirty-six weeks, and the standard 
of attainment is 100 words a minute in taking dictation and 35 words 
a minute in the transcription on the machine of such dictation. Accuracy 
in spelling, punctuation, capitalization, and paragraphing should be 
emphasized; and attention should be given to the care of the machine, 
methods of copying, manifolding, etc. 

25. SPANISH. 
First year's work. — Elementary grammar, including thorough drill in the 
irregular verbs; careful training in pronunciation, and translation of simple Spani^ 



79 

when spoken; reading of about 100 pages of easy prose; simple composition and 
dictation. 

Second year's work. — In addition to the foregoing, about 300 pai.es of modem 
prose; elementary syntax; cictation, compcsition, and trars'iat < n of sp' 1 en Spanish 
continued. 



80 / 

/ 

V. 

THE PROGRAM OF STUDIES. 

Frequently the request comes for a model "course of study" for 
a given high school. The University has refrained from offering such 
a model or models lest these become fixed types and impede the prog- 
ress of readjustments which become necessary from time to time. At 
the same time it i; recognized that the practise so common among 
smaller high schools of radically changing the program (course) of 
studies from year to year is greatly to be deplored. It is one of the 
great causes of irregularity and inefficiency in this type of schools, and 
school authorities would do well to avoid such frequent and commonly 
unnecessary changes. 

Another cause of weakn3ss is to b3 fouad in the efiEort to make 
the program of studies include too much for the teaching force or the 
material equipment of the school. In this effort recourse is frequently 
had to some plan of alternation by which two high-school grades are 
thrown together in the same subject. This is a practice which can be 
safely indulged in only to a very limited extent in high-school work. 

As previously statsd the University requires three teachers as a 
minimum for accrediting a four-year high school. These three teachers, 
one of whom is principal of the school, should not carry more than the 
sixteen recitations included in a straight four-year, four-subject program. 
Not more than two alternations can be permitted in such cases, and the 
school would, in most instances, be better off without these. This 
would permit the offering of only two electives. 

The following suggestions are offered as a basis for arranging a 
program (course) of studies for a four-year high school employing the 
teaching time of three or more teachers : 

Grouping of Subjects by Grades 
First Year. Second Year. 

*English *English 

*Algebra *Plane Geometry 

History, Ancient History, European 

Physical Geography J^ yr. Zoology }/% yr. 

Botany y% yr. Physiology y^ yr. 



81 



First Year. 
Latin 
German 
French 

Drawing and Art Work 
Manjial Training 
Business Training 
Domestic Science 
Agriculture 
Music 
Physical Training 

Third Year. 
*English 

History, English or European 
Chemistry or Physics 
Solid Geometry J^ yr. 
Advanced Algebra J^ yr. 
Latin 
German 
French 
Spanish 

Commercial Geography 
Business Training 
Manual Training 
Drawing and Art Work 
Domestic Science 
Agriculture 
Music 
Physical Training 



Second Year. 
Latin 
German 
French 

Drawing and Art Work 
Manual Training 
Business Training 
Domestic Science 
Agriculture 
Music 
Physical Training 

Fourth Year. 
English 

American History J^ yr. 
Civics }/2 yr. 
Physics or Chemistry 
Economics 3^ yr. 
Trigonometry }^ yr. 
Latin 
German 
French 
Spanish 

Drawing and Art Work 
Manual Training 
Business Training 
Domestic Science 

Pedagogy or Educational Psychology 
Agriculture 
Musi: 
Physical Training 



It will be seen that all subjects usually offered in high schools 
are hereby included. The starred subjects, with one unit of science 
(either Physics, Chemistry, Botany, Zoology, Physiology, or Physiog- 
raphy, with laboratory work), are required for admission to all courses 
in the University. These together with additional subjects required by 
parti ctilar colleges or departments of the University should be kept in 
mind where a school is desiring to become accredited. (See Admission 
Requirements, pp. 6-8). 

In making up a program for a three-teacher school enough subjects 
(besides those prescribed) should be selected from each year group to 
make up not to exceed 18 imits for the four years. If any additional 
election shotild be desired this may be managed by making it class 



82 / 

election instead of individual, assuming, that the teachers are prepared 
to handle the subjects chosen. For instance, the choice might be 
between two languages. The language which the class as a whole, or 
which a majority would elect, would be the one taught for a given year 
or more. In a similar way vocational work might be handled, subject 
to limitations as to equipment and teaching ability. A certain amount 
of work in music and physi cal training may be permitted as extra . Such 
a plan may be used so as materially to increase the flexibility of a pro- 
gram of studies tor a small high school. 

As the number of teachers increases there may be an increase in 
individual election, but always with the increase in enrollment and 
consequent dividing of grades into sections as a controlling factor. 

School authorities, in introducing new courses, such as commercial, 
manual training, domestic science, agriculture, should take into con- 
sideration their ability to equip properly for them and also the difiEiculty 
of providing competent instructors. Courses which are only in the 
experimental stage, such as general science, should be left to the stronger 
schools which can afford the experiment until some definite conclusion 
is reached as to what such a course should be and where it should come 
in the program. 



83 



VI. 

SUGGESTIONS FOR THE EQUIPMENT OF LABORATORIES. 

Primarily this problem should be considered in the plans for 
building a high school. Important considerations in connection with 
building plans are: 1. The proper lighting of rooms to be used foi 
various laboratory purposes. Where the microscope is to be much in 
use a north light, and an abundance of it is desirable. In the matter of 
preserving life forms for biological work, on the other hand, direct 
sunlight is desirable. 

In a physical laboratory there is need of direct sunlight in connec- 
tion with the study of light. Otherwise the light shoiild be ample for 
close observation in experiments. 

In rooms used for drawing and art work a north light should be 
planned unless overhead light is possible. The latter is the ideal light 
for such work. 

2. The building in of suitable cases, cupboards, etc., for taking 
care of apparatus and supplies. 

3. Equipment with good substantial tables for experimental work. 

4. The provision of good ventilation, and of hoods to take off 
gases and fumes from the chemical laborat :ry. 

5. Convenience of water supply, with lavatories and sinks, and 
with aquaria in the biological department. 

6. A gas plant should be provided for chemistry, and is practically 
indispensible where domestic science is to be included in the program. 

LABORATORY APPARATUS. 

Physics: This should be selected on the basis of experiments to be under- 
taken, as suggested in the syllabus, p. 70. The aim should be to provide as far as 
possible for individual work. Hence it is that the amount and cost will vary with 
the number of pupils to be supplied and the number of experiments to be xmder- 
taken. Whatever is bought will need to be replenished from year to year, as such 
material tends to become rapidly depleted. 

Under existing conditions there will be considerable fluctuation in 
prices of apparatus for physics. Approximately, however, the standard 
equipment for a small high school enrolling not more than six pupils in 
physics woiild involve an investment of about $200. (See Physical 



84 

Set No. 2, p. 280, Catalog F. No. 118. Central Scientific Co., Chi- 
cago.) 

In such a case the st udents should perform experiments in rotation 
rather than in group, in most instances, so as to give individual exper- 
ience. For each increase in number up to six there shotdd be added 
approximately $100 for duplicates. Counting twenty-four as the maxi- 
mum size for a laboratory section this would give a total approximate 
minimum cost of $500. 

For a complete working la boratory the cost would be approximately 
$1000 as a minimum. 

The above figures, however, do not include fixtures, such as cases, 
tables, work-bench, lavatory, etc. Tables for the physics laboratory 
should be solidly built and heavy enough to give steadiness and firmness. 

The minimum cost for a class cf six of a suitable table would be $50 
to $60. This may be taken as a unit for minimum cost without gas or 
electric outlets attached. For a more complete laboratory equipment 
and a class of twenty-four the cost would be approximately $350 to 



Cases for storing appa ratus may be built in or furnished complete. 
They should be well built, capable of shi;ttirig out dust, and with glass 
fronts. 

Chemistry: The same general principles apply as in physics. In both cases 
it is a good plan to determine on the extent and nature of the experimentation 
and then submit lists of experiments to reliable houses with request for prices of 
apparatus and materials necessary. 

The greatest cost in the equipment for chemistry will be in*, the 
fixtures to be provided as necessary for successful work. A very good 
and complete outfit for chemicals and apparatus may be obtained for 
approximately $75. 

A good chemistry table for sixteen pupils, with gas and water 
attachments, reagent racks, individual cupboards and drawers, and with 
an Alberene stone top will cost about $300 plus the freight. To this 
should be added storage cases and a fume hood. 

Biology: This includes Botany, Zoology, and Physiology. The laboratory 
should be provided with dissecting instruments and simple microscopes. There 
should also be as many compound microscopes of good grade as would be necessary 
to provide one for each group of four or six. If practicable there should also be 
a good lantern with projecting microscope attachment. 



85 

The following report on Illustrative Materials for High School 
Biology Coiirses given at the Conference for 1914 is of special value for 
its helpful suggestions : 

Your committee, appointed to make recommendations as to the illustrative 
materials with which high schools should be supplied in order to give in a satis- 
factory way the courses in Botany and Zoology, beg to make the following report: 

1. We desire to express our conviction that every school should, regularly 
and with some system, undertake to build itself up in this regard. By following 
this practice thru a period of years any school may supply itself with the minimum 
necessities, without financial strain. 

2. It is possible, for convenience, to divide the illustrative necessities into 
two main groups: — (a) those that must be purchased outright, and (b) those that 
may be made gradually by students of successive classes, if only they are suppUed 
with the necessary raw materials. This latter group is somewhat larger than we 
may at first sight believe. Furthermore, whenever it is possible for some such 
materials to be made by students the very making may become a means of in- 
creasing interest and of giving fuller meaning to the course. 

3. We desire also to insist that most teachers do not use as fuUy as they 
should the supply of illustrative material which nature affords. The individual 
work in fields and forests, in swamps and in the waters, in parks and gardens, in 
green-houses and zoological gardens furnishes a means of illustrating courses which 
our formal use of the laboratory and class room cannot at all replace. 

4. In detail we make the following suggestions as to what should be held in 
the mind of the teacher of Biology and the directors of schools as an objective: — 

a. Museums. Small synoptic collections illustrating the main phyla and 
classes of animal kingdom and the main groups of plants are very valuable. 
These should not be large and should be built up by successive classes, teachers, 
and friends of the school rather than got by purchase. Money should go into 
the cases, containers, and preserving materials, rather than into specimens. It 
will be necessary to buy some specimens, —as sponges, corals, and other sea 
forms. Aside from such sj^noptic collections, built up by successive classes, two 
particularly interesting lines of addition are open to the museum of a high school: 
(1) considerable numbers of certain kinds of objects (e. g. snail shells, or leaves, 
or insect species) arranged, to illustrate the range of variation, may be mounted 
for display; (2) skeletons may be prepared and mounted, or other specially excel- 
lent dissections by members of a class may be preserved. Such original contribu- 
tions by students may well be labeled and credited to the student preparing it. 
Such a museum does not need to be large to be exceedingly valuable; but it should 
be fairly representative and synoptic. 

b. For living materials, plant and a?iimal. Some green-house facilities, if 
only a sunny window, for winter use, and outdoor beds for spring, are desirable 
for first-hand supply of botanical material. A comer in the local greenhouse can 
often be rented. 

There should be one aquarium of some size, if possible with running water. 
A number of battery jars or other glass vessels of various sizes, insect cages, 
life-boxes, and the like are essential. Students can make many of these boxes 



86 

and cages, and even small wood aquaria with one or more glass sides. A small 
fund should be set apart for such purposes and be available without unnecessary- 
delay. All these things are valuable to insure having organisms when they are 
needed, to allow experiments and continued observations on habits, and to allow 
study of development. The library should have at least one good book containing 
suggestions for making such apparatus and the care of living animals. We com- 
mend Ganong's "Teaching Botanist" as an aid in the organization of the museum 
and in other respects. If the school room is not kept heated at night these life 
supplies may be kept in a suitable basement room during the coldest weather. 

c. The local collection of living materials. We feel that something is lost 
if classes are not encouraged to collect as much of the needed local material as 
possible for themselves. Field work should be so organized that at least some 
of this shall be done. In connection with this sort of work a home-made map, 
drawn to suitable scale, of the locality for several miles around the school may 
be perfected, if the locality at all lends itself to this treatment. All important 
topographic points that have to do with plant and animal life should be located. 
The roads, streams, springs, ponds, and other special habitats of specially inter- 
esting plants and animals should be indicated. There should also be a card catalog 
or indexed book in which are inserted the locality on the map where special types 
of plants and animals are discovered from year to year. In a few years such an 
arrangement will illustrate some of the local facts of geographic distribution, as 
well as be an aid to each incoming class in finding what it needs. It will be neces- 
sary always to purchase some materials for laboratory, and museum work. 

The following is a reliable list of dealers in materials for laboratory work: 

A. A. Sphung, North Judson, Ind. Live or preserved frogs, crayfish, tur- 
tles, etc. 

H. M. Stephens, Dickinson College, Carlisle, Pa., Zoological and Botanical 
materials for class use. 

C. S. Brimley, Raleigh, N. C, Reptiles, Amphibians, and Fishes, living or 
preserved. A good reference for the winter months. 

Biological Supply Co., 106 Edgerton St., Rochester, N. Y. Plant and animal 
materials for laboratory; slides. 

Marine Biological Laboratory, Woods Hole, Mass. Preserved materials for 
Botany, Zoology and Embryology. 

Saint Louis Biological Laboratory, St. Louis, Mo. Microscopic and Lantern 
Slides. 

Chicago Biological Supply House, 5542 Kimbark Ave., Chicago. General 
biological suppUes. 

The Anglers' Bait and Mfg. Company, 913 W. Randolph St., Chicago. Live 
and preserved animals. 

F. J. Burns and Company, 214 W. South Water St., Chicago. Live and 
preserved animals. 

Powers and Powers, Station A, Lincoln, Nebraska. Prepared slides, smaller 
live animals. 

d. Microscopes. If microscopes are used only for demonstration purposes 
there should be at least two good standard instruments with powers ranging 



87 

from 50-500, so that both low and medium power views can be shown at the 
same time. There should also be one oil-immersion objective for occasional high 
power demonstrations. 

If microscopes are to be used as a regular part of the laboratory work, as we 
feel they should be, there should be at least enough to supply each pair of pupils in 
the largest section with one complete, standard instrument. We believe that no 
laboratory section in Biology should contain more than 24 members for one in- 
structor. Twelve microscopes can be made to serve such a section. 

There should be a simple dissecting microscope for each pupil or each pair 
of pupils. 

e. Microscopic slides. These may be divided into four groups: (1) tem- 
porary slides, which teachers and pupils may make freely. The teacher should 
become expert in making these and enabling his pupils to do so; (2) permanent 
mounts of interesting objects small enough to be stained and mounted whole. 
There are very many such which are valuable. It should not be necessary to 
purchase these. The teacher should be supplied the necessary material and learn 
to make, stain, and mount these; (3) temporary or permanent mounts where 
free-hand sections may serve all necessary ends. The teacher should be able to 
make, stain, and mount these; and (4) permanent mounts of materials where 
expensive apparatus is necessary for imbedding, sectioning, grinding, etc. These 
can be bought much more cheaply than made, and the apparatus necessary to 
make them is hardly to be sought in the ordinary high schools. 

We append a suggestive list of especially valuable microscopic slides that 
should be purchased and used at least as demonstrations in high school courses. 
These should be the best of their kind,— clear, typical, and perfectly stained. 

1. CeU structures, cell-arrangement, and cell-division as seen in longitu- 

dinal section of root tip of Tradescantia or Hyacinth. 

2. Cross-section of leaf, showing structure of this basal organ of all 

nutrition. 

3. Cross and longitudinal sections of monocotyledonous and dicotyle- 

donous stems. 

4. Cross-section of a root. 

5. Cross-section of ovary of lily or other suitable plant, showing relation 

of the parts. 

6. Longitudinal section of young flower or leaf bud showing the beginning 

of floral parts, or of the foliage suits. 

7. Section of another showing pollen-formation. 

8. Longitudinal section of pollinated pistil showing pollen tubes, etc. 

9. Some properly stained bacteria, — as Spirillum, Bacterium, Baccillus, 

etc. 

10. Section of hymeniun of Ascomycete and Basidiomycete. 

11. Cleavage, morula, and gastrula of some form like the starfish. 

12. Sections of tadpoles of 1 to 3 weeks to show how animal cells come to 

be related in tissues and organs, as well as the relations of the 
organs. Good to compare with (1). 

13. Cross and longitudinal sections of Hydra. 



14. Section thru vertebrate eye in visual axis. 

15. Section of compound eye in axis of ommatidium. 

16. Longitudinal and cross section of bone. 

17. Longitudinal section of tooth. 

18. Cross-section of stomach or intestine, showing coats, glandular- 

absorptive surface, etc. 

19. A Golgi preparation showing ramifications of neurons. 

20. Section thru skin of animal. 

21. Section of injected liver. 

22. Ciliated cells. 

23. Cross and long (several segments) sections of earthworm. 

f. Projection apparatus. We believe that a projecting lantern with opaque 
projector and a projecting microscope should in time be provided for each high 
school. The usefulness of such a lantern would not of course be confined to the 
courses in Biology. This would demand also the gradual accumulation of a limited 
number of well selected lantern slides and microscopic slides. 

g. Illustrative books. So much success has attended photography, both gross 
and microscopic, and the reproduction of these pictures in books that every school 
should supply itself with some books illustrating natural history to aid in identi- 
fying the plants and animals discovered by the classes and in visualizing such as 
the student may not be able to find in his own locality. Under this head comes 
illustrated natural histories, flower-books, bird-books, butterfly-books, the reptile 
book, and the like, —as well as some larger texts showing figures of dissections and 
microscopic structures in plants and animals. 

h. Charts. Very effective charts for both Botany and Zoology are issued 
by a number of firms. These are valuable, but expensive. Each school should 
perhaps have a limited number of these charts illustrating certain features of life 
not readily illustrated in some other ways. 

Of even more value, however in some respects, are home-made charts, drawn 
from figures and tables in books and periodicals. They may be made on paper or 
on paper reinforced by cloth. They may be mounted on a roller or kept flat. 
Ingenious devices to display them can be made by the pupils themselves. Ink 
may be used, put on with a brush, or colored crayons may serve. A spray of shel- 
lac, from an atomizer after the crayon marks are made, will keep the crayon from 
spreading. There is almost no limit to the number of charts, —of lines or simple 
shaded surfaces,— which classes and teachers may make by copying figures from 
books, nor to the help they render in making structures clear. The selection and 
making of such charts with their lettering and interpretation is very valuable 
work for the pupils. The school should furnish the materials for making these 
charts. 

i. Blackboard drawings as illustrative material. The committee desires to 
emphasize the importance of the ability of the teacher to make simple freehand 
diagrams before the class. Every teacher should give time to cultivate this power 
to his fuU capacity, and to use whatever drawing ability the members of the class 
may have. These diagrams should not be made too complex. They are valuable 



89 

because of their simplicity and the consequent emphasis on essentials, and on the 
fact that they grow under the eyes of the pupils. 

Geography. For this work there should be plenty of good government survey 
charts giving topography. There should also be thermometers, barometers and 
other apparatus for observing and recording weather conditions. A good com- 
mercial cabinet will help to bring before the pupils in concrete forms the leading 
commercial products. 

Agriculture: The apparatus will be determined by the courses to be offered 
and can not, therefore, be estimated. See 1914 Conference Proceedings, pp. 109- 
110, for valuable suggestions as to materials. See also p. 84, Proceedings of 1913. 

When it has been fuUy settled as to the course or courses to be offered it is 
suggested that treatment similar to that recommended for physics and chemistry 
be followed. The Wm. Welch Co., and Central Scientific Co., are among those 
prepared to furnish quotations on apparatus for agriculture. 

Manual Training: For this there will need to be individual or bench equip- 
ment and a general equipment. The minimum cost of bench equipment, including 
bench, will be about $16.00 to $18.00. The corresponding general equipment 
would be about $75.00 for twenty pupils. The range of cost above this to a very 
liberal equipment will be about $35.00 for individual desk, and $215.00 general 
for twenty pupils. 

Drawing: For both mechanical and free-hand drawing suitable tables should 
be provided. There are many varieties and prices. Ordinarily pupils are required 
to get their own sets of instruments, pencils, crayons, colors, etc. Whether these 
are purchased by the school or by the pupils, good varieties should be selected 
and designated for use of the school. 

Domestic Science: Like agriculture the equipment wiU be determined by the 
courses to be offered. 

The Problem of Heat for Laboratory Use in Small Schools. 

This problem appears not only in physics and chemistry but also 
and most emphatically, in domestic science work. Two solutions are 
possible in the latter case: The use of gas, and the use of electricity. 
The latter, where there is an all-day current, has proven very satisfac- 
tory, both as to effectiveness and cost. But it does not meet the needs 
of the chemical laboratory.. 

For aU ptirposes, the local gas plant seems to be most desirable. 
To meet this need some such plan as that provided by the Detroit 
Heating and Lighting Company, of Detroit, Michigan, is believed to be 
most desirable. 

Bookkeeping: This will require a room well h'ghted, preferably without direct 
sunlight. There will also need to be desks selected, or large tables, suitable for 
use in handling the various books and papers. 



90 



DEALERS IN APPARATUS AND SUPPLIES FOR LABORATORIES. 

C. H. Stoelting Co., 121 North Green St., Chicago. 

Central Scientific Co., 460 East Ohio St., Chicago. 

Chicago Apparatus Co., 40-42 West Quincy St., Chicago. 

Wm. Gaertner & Co., 5347-9 Lake Park Ave., Chicago. 

Henry Heil & Co., 212-214 South Fourth St., St. Louis, Mo. 

Eimer & Amend, 205-211 Third Ave., New York City. 

L. E. Knott Apparatus Co., Harcourt St., Boston, Mass. 

E. H. Sargent & Co., 125-127 West Lake St., Chicago. 

Bausch & Lomb Optical Co., Rochester, New York. 

Mcintosh Stereopticon Co., 35-37 Randolph St., Chicago. 

Kewanee Manufacturing Co., Kewanee, Wis., (laboratory furniture). 

Leonard Peterson & Co., 1240-1248 Fullerton ave., Chicago (laboratory 

furniture). 
A. Daigger and Co., 54 West Kinzie St., Chicago. 
Schaar and Company, 1025 South State St., Chicago. 
Arthur H. Thomas Company, West Washington Square, Philadelphia. 

DEALERS IN SUPPLIES AND EQUIPMENT FOR SHOP WORK AND 
MECHANICAL DRAWING. 

Simmons Hardware Co., St. Louis, Mo. 

Orr & Lockett Hardware Co., 71-73 Randolph St., Chicago. 

Hammacher, Schlemmer & Co., 4th Ave. and 13th St., New York City. 

E. Dietzgen Co., Chicago. 

Weber & Co., St. Louis. 

A. S. Aloe Co., St. Louis. 

E. H. Sheldon Co., Muskegon, Mich. 

Grand Rapids Hand Screw Co., Grand Rapids, Mich. 

Columbia School Supply Co., Indianapolis, Ind. 

Keuffel and Esser Co., 516-520 S. Dearborn Street, Chicago. 

U. S. Blue Print Paper Co., Chicago. 

Frederick Post Co., Chicago. 

Charles Pease Co., Chicago. 

Scranton Correspondence School Co., Scranton, Pa. 



91 



VII. 

OTHER BULLETINS PUBLISHED FOR THE USE OF HIGH 
SCHOOLS AND BOARDS OF EDUCATION. 

On the High School Library; Bulletin No. 33, 1917. 

Planning and Construction of High School Buildings; Bulletin No. 8, 

1916. 
Annual Report of High School Visitor: Bulletin No. 45, 1918. 
Annual High School Conference Proceedings. 

The above publications are distributed from the ofRce of the High 
School Visitor, Room 254, Administration Building, University, Urbana, 
Illinois. 

Additional copies of this Manual for use of teachers may b:- had 
in limited numbers on application by high school principals or super- 
intendents. 



■mwfm 



LIBRARY OF CONGRESS 



019 745 199 3 



